
Class _ L / \ 

Book Lr2 



SOME FACTS CONCERNING 
THE PEOPLE, INDUSTRIES 
AND SCHOOLS OF HAMMOND 



AND A 



SUGGESTED PROGRAM FOR ELEMENTARY 
INDUSTRIAL, PREVOCATIONAL 
AND VOCATIONAL EDUCATION 



ROBERT J. LEONARD 



\< 



HAMMOND, INDIANA 

APRIL 15, 1915 



Cjomfiliments of 

Hammona Board or Education 

J. F. KROST, President 
A. J. DREESEN, Secretary 
J. D. BRUSEL, Treasurer 



C. M. McDaniel, Superintendent of Schools 



SOME FACTS CONCERNING 
THE PEOPLE, INDUSTRIES 
AND SCHOOLS OF HAMMOND 

AND A 

SUGGESTED PROGRAM FOR ELEMENTARY 
INDUSTRIAL, PREVOCATIONAL 
AND VOCATIONAL EDUCATION 



ROBERT J. LEONARD 

Professor and Director Vocational 
Education, Indiana University 



N£ 



HAMMOND, INDIANA 

APRIL 15, 1915 



V 



p 






1/ 






Printed by order of 
Hammond, Indiana, Board of Education 
March, 1915 



O. of 9 

■UL 1*3 IS 3 




TABLE OF CONTENTS 

Page 

List of Tables vi 

List of Charts viii 

Introduction 1 

Chapter 

I. Facts Concerning the People of Indiana 3 

II. The Industries of Hammond 11 

Part i. Importance and Scope of Industries 11 

Part ii. Industrial Pursuits of Hammond 16 

§ 1. Metal Trades : 16 

§ 2. Woodworking Trades 22 

§ 3. Printing, Publishing and Bookbinding 24 

§ 4. Pursuits in Food Preserving and Distilling. . . 27 

§ 5. Trades in Piano Making 28 

§ 6. Miscellaneous Electrical Pursuits 29 

§ 7. Steam, Pipe or Air Brake Fitters 30 

§ 8. Millwrights and Repairmen 30 

§ 9. Engineers, Firemen and Tenders 30 

§10. Pursuits in Clothing Industries 31 

§11. Draughtsmen 31 

■ §12. Chemists 31 

§13. Painters, Stainers and Enamellers 32 

§14. Miscellaneous Pursuits 33 

§15. Laborers 34 

§16. Trades Other than Those Represented in 

Manufacturing Establishments 34 

III. Work of Young People Under 17 Years of Age 36 

Part i. Study of Working Permits 37 

§1. School History and Work of Boys 37 

§2. School History and Work of Girls 40 

Part ii. Study of Reports Made Out by Working Boys and 

Girls 43 

§1. Nativity, School History and Efforts to Con- 
tinue Education 43 

§2. Specific Work of Boys and Girls 48 

IV. Part Time Education 56 

§1. Summary of Facts of School and Working 

History 56 

§2. Legal Provisions for Part Time Education. . . 57 

§3. The Limitations of the Present Law 58 

V. The Children Enrolled in the Hammond Schools 63 

Part i. General Facts of Enrollment and Classification 63 

Part ii. Facts Concerning 13 and 14 Year Old Boys and Girls 69 
VI. Present Provisions for Industrial, Hbusehpld and Ar1 Instruction 

in the Elementary. High and Evening Schools 75 

Part i. Elementary Courses 79 

Part ii. High School Courses 86 

Tart iii. Evening School Courses 89 

§1. General Courses ! '-' 

§2. Household Arts Courses 95 

§3. ( lommercial Courses 100 

§4. Indust rial ( Ymrses 105 

v 



Page 
VII. Suggested Provisions for Elementary Industrial, Pre-Vocational 

and Vocational Education 110 

Part i. Element ary ( lourses 112 

§1. Indusl rial Art Courses, Grades 1 to 5 114 

§2. Courses for Sixth and Seventh Grade Boys... 117 

§3. Courses for Sixth and Seventh Grade Girls... 122 

Part ii. Special Elementary Industrial Classes 125 

Part iii. High School Courses 126 

§1. Vocational Department for Boys 127 

a. Relation of Courses to Hammond In- 

dustries 128 

b. Suggested Program Schedules 130 

c. First and Second Year Shop Course 

Outlines 130 

d. Outlines of Belated Courses 131 

e. Vocational Courses 132 

f . Equipment 133 

§2. Vocational Department for Girls 135 

a. lielation of Courses to Hammond In- 

dustries 136 

b. Suggested Program Schedules 137 

c. First and Second Year Course Outlines 138 

d. Vocational Courses 139 

e. Equipment 140 

§3. Courses for Regular High School Students. . . 141 

Part iiii. Evening School Courses 142 

§1. General Courses 145 

§2. Household Arts Courses 145 

§3. Commercial Courses 145 

§4. Industrial Courses 146 

Part iv. Teachers and Director 147 

Appendix 

Sources and Methods of Deriving Data and Forms Used 151 



LIST OF TABLES 

CHAPTER I.— PEOPLE OF HAMMOND 
Table Page 

1. Growth of Hammond and Other Indiana Cities 3 

2. Composition of Population of Hammond and Other Indiana Cities 5 

3. Nativity of Foreign Born Residents of Hammond 6 

4. Age Groups of Native and Foreign Born Living in Hammond 8 

'>. Age Groups of Native and Foreign Born Living in Indiana 8 

6. Comparative Sex Distribution of Residents of Hammond and Other 

Cities : 

7. Illiteracy in Hammond and < >ther Indiana Cities 10 

CHAPTER II.— INDUSTRIES OF HAMMOND 

8. Increase of Workers in Manufacturing Establishments 11 

9. Percentage of Population Employed in Manufacturing Establish- 

ments 12 

10. Size and Products of Manufacturing Establishments of Hammond 15 

vi 



CHAPTER III.— WORK OF YOUNG PEOPLE UNDER 17 

YEARS OF AGE 

Table „ , , . Pa g e 

11. Age and Grade Completed by Permit Boys at Work Educated in 

Hammond 38 

12. Age and Grade Completed by Permit Girls at Work Educated in 

Hammond 41 

13. Birthplaces of Boys and Girls and Their Parents 44 

14. Schools Which Boys and Girls Attended 44 

15. School Grade Completed and Extent of Retardation 4o 

16. Ages Upon Which Boys and Girls Left School 4G 

17. Number of Boys and Girls Enrolled in Night Schools, Correspond- 

ence Courses or Who Draw Books from the Public Library. .. . 47 

18. Work of Boys and Girls 49 

19. Part 1. School and Working History of 7 Boys Holding 3 Jobs 50 

Part 2. School and Working History of 17 Girls Holding 3 Jobs. . . 51 

20. Parti. School and Working History of 23 Boys Holding 2 Jobs... 52 
Part 2. School and Working History of 17 Girls Holding 2 Jobs. . . 53 

21. Part 1. School and Working History of 39 Boys Holding 1 Job. . . . 54 
Part 2. School and Working History of 55 Girls Holding 1 Job.. . . 55 



CHAPTER IV.— PART TIME EDUCATION 

22. Boys For Whom Part Time Education Could and Could Not Be 

Provided 59 

23. Girls For Whom Part Time Education Could and Could Not Be 

Provided 60 



CHAPTER V.— ENROLLMENT AND PROGRESS OF PUPILS 

24. Enrollment of Boys and Girls in Public and Parochial Schools 63 

25. Ages of Boys and Girls Enrolled in Parochial Schools 64 

26. Age Distribution of Public School Pupils 64 

27. Approximate Number of Each Age Remaining in School 66 

28. Enrollment by Grades of Public School Pupils 67 

29. Boys and Girls Under Age, Normal and Over Age 68 

30. Boys and Girls One, Two, Three and Four Years Over Age 68 

31. Grade Enrollment of 13 and 14 Year Old Boys and Girls 70 

32. Birthplaces of Boys and Girls and Their Parents 71 

33. Specific Birthplace of Foreign Born Children and Their Parents . . 72 

34. Occupations of Fathers of 13 and 14 Year Old Pupils 73 

35. Occupations of Fathers of 13 Year Old Pupils in Springfield and 

Richmond ' •' 

36. Specific Manufacturing and Mechanical Pursuits of Fathers 74 

CHAPTER VI— PRESENT COURSES 

37. Teaching and Administration of Courses 78 

38. Enrollment, Attendance of Night School Students 90 

39. Enrollment and Attendance of Night School Students in General 

Courses &2 

40. Enrollment and Attendance of Night School Students in Household 

Courses 06 

41. Enrollment and Attendance of Night School Students in Com- 

mercial Courses .• • 101 

42. Enrollment and Attendance of Night School Students in Industrial 

Courses 106 

vii 



LIST OF CHARTS 

Chart Page 

1. Composition of Population of Hammond 4 

2. Age Groups of Native and Foreign Born 7 

3. Percentage Increase of Workers in Manufacturing Establish- 

ments 12 

4. Percentage of Population Employed in Manufacturing Establish- 

ments 13 

."). Number of Boya and Girls Remaining of Each Age 65 

6. Courses, Grades and Time Allotments — Drawing, Industrial and 

Household Arts 76 

7. Enrollment and Attendance in General Night School Courses 04 

8. Enrollment and Attendance in Household Night School Courses. . 98 

9. Enrollment and Attendance in Commercial Night School Courses. 103 
10. Enrollment and Attendance in Industrial Night School Courses. . . 108 



INTRODUCTION 

This study of the Hammond situation was made possible by 
the extended services of the Department of Industrial Education 
of Indiana University working in co-operation with the Voca- 
tional Division of the State Department of Public Instruction. 

Only those facts concerning the people, industries and schools 
of Hammond were gathered and recorded which were essential in 
determining the provisions which should be made for elementary 
industrial, pre-vocational and vocational departments and courses. 

That the study was made at a propitious time is indicated by 
the facts that the schools are being reorganized upon the basis 
of a seven year elementary and four and five year secondary 
course, and that the long period of litigation, which has restrained 
the Board of Education from building the Industrial High 
School is now over, and provisions for its immediate construc- 
tion are under way. 

The facts concerning the people of Indiana were taken from 
the Reports of the 1910 United States Census ; those concerning 
the industries of Hammond, from the Reports of the 1910 United 
States Census, but primarily by personal factory visits ; those 
concerning school enrollment and classification of pupils were 
derived from schedules made out by teachers and principals ; 
those concerning the work of young people under 17 years of 
age, from a study of working permits and schedules made out 
by the workers ; those concerning the courses as now taught, by 
a study of the course outlines, class visitation, and conferences 
with teachers and supervisors; and those concerning the night 
school by class visitation, conferences with teachers and principals 
and schedules made out by teachers. The compilation of facts 
relating to working permits and school histories of the boys and 
girls to whom permits were issued, was greatly facilitated by the 
complete school histories of all pupils on file in the Superinten- 
dent's office. The comprehensive system of school records was 
also of great assistance in the study of the enrollment, classifica- 



INMSTR1KS AM) SCHOOLS OK HAMMOND 



tion, retardation and elimination of pupils. The appendix con- 
tains reproduced copies of all forms used in the collection of 
data, as well as a description of the methods of gathering and 
compiling facts. 

The accuracy of the descriptions of present courses is assured, 
as the Superintendent, principals, supervisors and teachers care- 
fully reviewed all statements concerning their work. Likewise 
those engaged in manufacturing and industrial pursuits carefully 
reviewed the Chapter on the "Industries of Hammond." 

The recommendations for future courses, departments and 
equipments, though in the main specifically proposed by the 
writer, are really conference measures, as all parts of the sec- 
tions bearing upon future work were first submitted to the Super- 
intendent of Schools, principals, supervisors and special teachers, 
after which many conferences were held, and nothing has been 
included as a specific recommendation that has not been agreed 
upon in conference. All the charts were prepared in the High 
School Mechanical Drawing Department. 

The sympathetic study of the whole situation was made possi- 
ble by the co-operation of two groups of individuals : those con- 
nected with the schools, Superintendent C. M. McDaniel and the 
office force, the principals, supervisors and special teachers, who 
heartily co-operated in every possible manner ; and those engaged 
in manufacturing and industrial pursuits, who opened their 
plants and factories and were most generous and helpful in 
every way in gathering and furnishing the necessary information. 
We here express to them our heartiest appreciation and thanks. 



CHAPTER I 

FACTS CONCERNING THE PEOPLE OP HAMMOND 

Population of Lake County. The City of Hammond is located 
in Lake County, which is in the extreme northwestern part of the 
State of Indiana. The dominant interests of this section of the 
State are manufacturing, all the cities of the entire county being 
devoted to various industrial pursuits. The population of Lake 
County increased 119 per cent, during the period from 1900 to 
1910, which was a greater percentage of increase than in any 
other county in Indiana. According to the United States Census 
Reports, the population of the county in 1900 was 37,392, and 
in 1910, 82,864, the net increase during the decade being 45,472. 
Within the county are four cities with a total population in 1900 
of 63,412 ; and minor divisions with a population of 19,452. The 
population of the cities in 1910 was as follows: Hammond 
20,925 ; East Chicago 19,098 ; Gary 16,802, and Whiting 6,589. 
From 1900 to 1910 the population of Hammond increased 8,549 
or 69.15 per cent., and is now estimated at about 30,000. As a 
city, Hammond's rate of increase in population from 1900 to 
1910 was far greater than that of other Indiana cities of the 
same class, as noted in Table 1. 



TABLE 1 

Growth of Hammond and Other Indiana Cities, 1900-1910 



CITIES 



Hammond. . 
Richmond. . 

MiUK'ie 

Anderson 

Lafayette . . 
New Albany 



Population 



1910 Census 



20,925 
22,324 
24,005 
22,476 
20,081 
20,629 



1900 Census 



12,376 
18,226 
20,924 
20,178 
18,116 
20,628 



Increase 1900 to 1910 



Number Per cent 



8,549 
4,098 
3,081 
2,298 
1,965 
1 



69.15 
22.46 
14.72 
11.38 
10.S4 



INDUSTRIES AND SCHOOLS OP HAMMOND 



Composition of Population. Of the entire population of 
Hammond in 1910, 8,025 or 38.35 per cent, were native white 
of native parents ; 7,290 or 34.84 per cent., native white of foreign 
or mixed parents; 5,553 or 26.54 per cent,, of foreign parents; 
40 or .19 per cent., negroes; and 17 or .08 per cent., Indians, 
Chinese or Japanese. This distribution is readily comprehended 
from Chart 1.* 

CHART 1 

Composition of Population of Hammond 




^ SWEDEN.8 
IRELAND .7 
ENGLAND -7 
GREECE A- 
ITALY ■4- 

SCOTLAND .3 
MISCELLANEOUS IS 
INDIAN, CHINESE. 
AND NESFfO /<S 



* The form for Chart 1 was copied from the Report of a Survey 
of the School System of Butte, Montana, 1914, page 10. 



THE PEOPLE OF HAMMOND 



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6 



INDHSTKIKS AND SCHOOLS OF HAMMOND 



Concerning the nativity of the Hammond population, com- 
pared with other Indiana cities of the same class, it will be noted 
from Table 2 that the percentage of native white of native 
parents in Hammond is only about one-half that of other cities 
with which comparison is made; that the percentage of native 
white of foreign or mixed parentage is somewhat greater than 
all and much greater than some of the cities ; that the percentage 
of foreign born is twice as great as all and six times greater than 
some ; and that the percentage of negroes is much less than in all 
the cities compared. It will be noted that nearly 85 per cent, of 
the entire population is of direct foreign descent. 

Nativity of Foreign Born. Of the foreign born population 
residing in Hammond in 1910, the greatest number were from 
Germany, Hungary ranking second, and Austria third. Table 
3 records the number from each foreign country residing in 
Hammond in 1910, in the descending order of importance. It 
is probable, however, that the order has changed in the period of 
time subsequent to the taking of the census. 



TABLE 3 

Nativity of Foreign Born Residents of Hammond, 1910 



Country 


Number 


Country 


Number 


Germany 

Hungary 

Austria 

Russia 

Canada 


1,987 

920 

894 

568 

236 

171 

141 

140 

87 


Italy 

Scotland 

Switzerland 

Norway 

Wales 


84 
67 
52 
45 
.... 38 


Sweden 

Ireland 

Engl and 

Greece 


Holland 

Denmark 

France 

Other Foreign Countries 


31 
28 
12 
52 



Age Groups of Native and Foreign Bom. In respect to na- 
tive born population, Hammond is characterized by a larger 
percentage of children, youths, men and women in the prime of 
life, and a much smaller percentage of men and women past the 
productive period, than the average for the State. This is per- 



THE PEOPLE OF HAMMOND 



haps due to the fact that the opportunities for suitable employ- 
ment for men past the prime of life are relatively few in Ham- 
mond. On the other hand, concerning the foreign born whites, 
Hammond has a much smaller percentage of children and a much 
larger percentage of men and women in the productive period 
and a larger percent-age of men over forty than the average for 
the State. In relation to the school problems, this indicates, 
in general, the great need for education for adult foreigners, as 
contrasted to the need for education for native born children. 
Tables 4 and 5 show age distributions of the native and foreign 
population in Hammond and in the State of Indiana. Chart 2 
pictures these facts. 



CHART 2 

Number in Each Age Group of Natives and Foreign Born in Hammond 

and Indiana 



HAMMOND 

Native: so/=?/v Ages 

under s-y/rs 

S" TO 3 
JO TO /9 

BO TO 44- 
AS AND OVEf=t 





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[NDUSTRIES AND SCHOOLS OP HAMMOND 



TABLE 4 
Age Groups of Native and Foreign Born Living in Hammond 



Native Hern Mules 


AGE GROUPS 


Foreign Born Males 


Per rent 


Number 


Number 


Per cent. 


100 00 


8,007 
1,309 
1,005 
1,753 
3,110 
830 


...Total 


3,476 

17 

73 

183 

2,363 

831 


100.00 


16.30 
L2.56 
21.89 

3S.S5 
10.39 


ruder 5 rears 

5 to 9 years 

10 to 19 years 

20 to 44 years 

... 45 years and over . . . 


.50 
2.10 

5.25 

68.17 
23.97 




Native Horn Females 


AGE GROUPS 


Foreign Born Females 


Per cent . Number 


Number 


Per cent. 


100.00 


7,308 
L,213 

998 
1.741 
2,692 

664 


Total 


2,068 

15 

67 

147 

1,232 

625 


100.00 


16.60 
L3.65 
23.82 
36.82 
9.10 


Under 5 years 

10 to 19 years 

20 to 44 years 

. . .45 years and over. . . 


.72 

3.22 

7.05 

59.07 

29.94 



TABLE 5 
Age Groups of Native and Foreign Born Living in Indiana 



Native Born Males 


AGE GROUPS 


Foreign Born Males 


I'er cent. 


Number 


Number 


Per cent. 


100.00 
10.94 
10.41 
19.96 
36.93 
21.76 


1,254,609 
L37.228 
130,594 
250,458 
463,390 
272,939 


Total 

Under .") years 

10 to 19 years 

20 to 44 years 

. . .45 years and over. . . 


97,183 

495 

1,391 

4,785 

49,521 

40,991 


100.00 
.50 

1.40 

4.90 
51.00 
42.20 




Native Boi 


n Females 


AGE CROUPS 


Foreign B( 


rn Females 


Pel ci 


Numbi r 


Number 


Per cent. 


100.00 


1,226,030 
L32,519 
126,672 
245,954 
466,875 
! 920 


...Total 


62,139 

490 

1,350 

•-'.973 
25,435 
31,891 


100.00 


10.80 
10.33 
20.70 
38.08 
20.63 


Under 5 years 

5 to 9 years 

L0 to 19 years. . 

. .. 20 to 44 years . 
45 years and over. . . 


.80 

2.20 
4.80 

u.oo 

51.20 



THE PEOPLE OF HAMMOND 



Sex Distribution. Males constitute about 55 per cent, of 
the total population of Hammond, which is almost 5 per cent, 
more than in other Indiana cities of the same class. Table 6 
shows the sex distributions of residents of Hammond and other 
Indiana cities. 

TABLE 6 

Comparative Sex Distribution of Residents of Hammond and Other Cities 



CITIES 


Males 


Females 




Number 


Per cent. 


Number 


Per cent. 


Hammond 


11,507 
11,361 
11,111 
12,122 
9,756 
9,929 


54.94 
50.55 
50.21 
50.49 
48.53 
48.08 


9,418 
11,115 
11,213 

11,883 
10,325 
10,700 


45.06 


Anderson 


49.45 


Richmond 


49.79 


Muncie 


49.51 


Lafayette 


51.47 


New Albany 


51.92 







Illiteracy* In 1910, 4.43 per cent, of the total population 
of Hammond was rated as illiterate, a percentage greater than 
other Indiana cities of the same class. As recorded in the Census, 
all but 40 of the 720 illiterates were foreign born, and these 40 
native born illiterates constitute but 39 per cent, of the native 
population of 10 years and over, indicating a very much smaller 
percentage of illiteracy among the native born of Hammond than 
the other Indiana cities. This tends to indicate very definitely 
that the schools of Hammond are succeeding in enrolling and 
educating the children of the city, especially those of both native 
and foreign extraction, in a far greater degree than other cities, 
iiiid that few illiterate native white families are attracted to this 
region. The low percentage of illiteracy among the native born 
is certainly commendable to the schools, because of the great 
number of direct foreign descent in attendance. Considering, 
however, the amount of illiteracy among adult foreigners, the 
need for continued provision for classes in English and other 
general subjects is clearly indicated. The comparative facts of 
illiteracy for all classes of the population are recorded in Table 7. 



* According to the census, an illiterate is a person over 10 years 
of age unable to write regardless of his ability to read. 



10 



INDUSTRIES AND SCHOOLS OP HAMMOND 



TABLE 7 

Illiteracy in Hammond and Other Indiana Cities in 1910* 





Total Population 
Over 10 Years of Age 


Native White 
Over 10 Years of Age 


Foreign Born White 
Over 10 Years of Ago 


CITIES 


Popula- 
tion 


11 literates 




Illiterates 


Popula- 
tion 


Illiterates 




Popula- 
tion 






Num- 
ber 


Per 
cent. 


Num- 
ber 


Per 

cent. 


Num- 
ber 


Per 
cent. 


Hammond 

Anderson 

Lafayette 

Muncic 


16,624 
18,325 

17,071 
19,6*5 
17,125 
18,585 


720 
462 
373 
499 
550 
261 


4.43 
2.52 
2.13 
2.53 
3.21 
1.40 


10,790 
16,898 
14,800 
17,982 
14,949 
16,423 


40 
298 
137 
•J7S 
229 
101 


.39 

1.17 

.92 

1.54 

1.53 

.61 


5,381 

966 

1,989 

S37 


675 
119 
205 
105 


12.54 
11.28 
10.30 
12.54 


New Albany. . . 
Richmond 


855 
1,158 


57 
81 


6.63 
7.00 



•Illiteracy among others than white population is not recorded. 

General Educational Needs. Located in a rapidly growing 
city, in the most rapidly growing industrial center in Indiana, 
tin Schools of Hammond are facing the problem of educating 
children, the majority of whose parents are of foreign or mixed 
extraction, as well as educating a large foreign born adult popu- 
lation, among which there is considerable illiteracy. 



CHAPTER II 
THE INDUSTRIES OF HAMMOND 

PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES 

Importance of Hammond Industries. Hammond is primarily 
a manufacturing city. As previously indicated, the region in 
which it is located is largely given over to various types of indus- 
trial pursuits. In the last ten years the city's industrial growth 
has been very rapid. In 1904, according to the United States 
Census Reports, there were 38 manufacturing establishments 
employing 1,703 workers, while in 1909 there were 49 establish- 
ments employing 4,379 workers, an increase of 11 establishments 
and 2,677 workers or 157 per cent, increase in workers employed. 
This was a much greater rate of increase than in Indianapolis 
or any Indiana city of the same class of Hammond. The actual 
and percentage increase in the number of workers in manufac- 
turing establishments in Hammond and other cities is indicated 
in Table 8 and Chart 3. 



TABLE 8 

Actual and Percentage of Increase of Workers in Manufacturing Plants in 
Hammond and Other Indiana Cities, 1904-1909 



CITIES 



Workers Employed in Manu- 
facturing Plants 



1909 



1904 



Increase in Workers 
1904-1909 



Number 



Per cent. 



Hammond. . 

Anderson 

Muncie 

Richmond. . , 
Indianapolis 
New Albany- 
Lafayette . . 

•Decrease. 



4,379 
5,109 
•1,111 
4,433 
37,929 
2,135 
1,983 



1,702 
3,491 
3,106 
3,483 
31,431 
'J. 1 1 1 
2,097 



2,677 
1,618 
1,33S 
950 
6,495 
—309* 
—114* 



157 
46 
43 

27 

26 

-12* 

—7* 



12 



INDUSTRIES AND SCHOOLS OF HAMMOND 



CHART 3 

Percentage [ncrease of Workers in Manufacturing Establishments 
in Hammond and ( >t her ( lities 



DECREASE 

IE O 

I I CI TV 

HAMMOND 

ANDERSON 

MUNC/E 

RICHMOND 

/NDJANAROLIS 
mm NEW ALBANY 



INCREASE 
o ss 




Xlaeayette 



That the industries of Hammond employ a larger percentage 
of the total population than many other cities in Indiana is in- 
dicated in Table 9 and Chart 4. 



TABLE 9 

Percentage of Total Inhabitants Employed in Manufacturing Establish- 
ments in Hammond and Other Cities. Derived from Number 
in Industries in 1909, and Population in 1910 



CITY 


Per rent, in 
I odustry 


CITY 


Per cent, in 
Industry 


Hammond. . . 


21.0 
23.0 

18.0 
20.0 


Indianapolis 


12.0 


Anderson 


New Albany 


10.0 


Muncie 


Lafayette 


]().() 


Richmond 









In 1909, the capital invested in Hammond manufacturing 
establishments amounted to $16,270,855.00, the value of the manu- 
factured products for that year amounting to $15,580,250. The 

capital invested at the present time is far greater than indicated. 
for 1909 and the number of employes has probably increased at 
least 40 per cent. Reports of the State Bureau of Inspection for 
the year ending September 30, 1913, indicate 5,764 employes in 
the Hammond establishments, and it is probable that this report 
did not include all establishments. 



THE INDUSTRIES OP HAMMOND 



13 



CHART 4 

Percentage of Population Employed in Manufacturing Establishments in 
Hammond and Other Cities 



HAMMOND - 

ANDEHSON 

MUNC/E 

RICHMOND-- 

/ND/ANAPOLIS- 

NEW ALBANY 



is 



20 



as 

_l 



30 



-21 




--Z3 



ao 



LAEAYETTE 

The local importance of the Hammond industries is further 
demonstrated by reports showing the occupations of the parents 
of 13 and 14 years old boys and girls attending the Hammond 
schools. Comparative reports from other cities showing the occu- 
pations of the fathers of the 13 and 14 year old children indicate 
that in Hammond, 61 per cent, were engaged in manufacturing 
establishments as compared with 58 per cent, in South Bend (1) ; 
-Ki per cent, in Evansville (1) ; 45 per cent, in Richmond, Vir- 
ginia (2) ; 38 per cent, in Springfield, Illinois (3) ; and 25 per 
cent, in New Orleans (4). 

Method of Obtain in;/ Data. The facts concerning the indus- 
tries of Hammond: products, number of wage earners employed, 
materials used, trades and occupations involved, etc., were ob- 
tained by personal visits to factories, except in the ease of small 

(1) From "Some Conditions Affecting Problems of Industrial 
Education in 78 American School Systems" Russell Sage Foundation, 
New York City. (2) Preliminary Report of the Richmond Survey, 
National Society for the Promotion of Industrial Education, New 
York City. ( :! ) Report of the Springfield School Survey. Russell Sage 
Foundation, New York City. (4) Part 1 of the Vocational Surve> 
of New Orleans, Board of Education, New Orleans, La. 



14 INDUSTRIES AND SCHOOLS OF HAMMOND 

job printing shops, tailor shops and small lumber and planing 
mills, where data were obtained by means of a conversation over 
the telephone. In many cases one day, and in some cases two 
clays, were spent in the factories studying manufacturing pro- 
cesses, and determining the knowledge and skills required of 
workers. 

At the time the factories were visited, the month of January, 
1915, a season of widespread industrial depression prevailed, 
and the majority of the plants had on their payrolls but a small 
percentage of the usual force, and some of the establishments had 
shut down temporarily. 

The Products of Hammond Industries. The manufacturing 
industries of Hammond are widely diversified in character, in- 
cluding the making and repairing of freight cars and steel pas- 
senger cars for railroad and street car use ; manufacturing rail- 
road supplies, such as torpedo signals, safety devices, coil and 
elliptic springs, bolsters, brake beams, side bearings, bolts and 
rivets ; surgical, dental and hospital equipments, instruments and 
supplies, such as operating tables and instruments, dental chairs 
and ccmplete equipments including hospital furniture, cabinets 
and medicines, and drugs, as well as many miscellaneous supplies ; 
manufacturing office and household furniture, such as desks, 
chairs, cabinets, mattresses, bed springs ; manufacturing lumber 
and milling products including house trimmings, window frames, 
doors, etc. ; asphaltum products as applied to roofing ; distillery 
products ; manufacturing pianos ; glue ; fertilizers ; food for stock ; 
cotton belting and hose ; concrete roofing tiles ; food products and 
beverages,, such as various preserved foods, gelatin and bottling 
soda water and other soft drinks ; manufacturing clothing prod- 
ucts including men's shirts, suits, nurses' and surgeons' aprons, 
etc. ; a large variety of printing and publishing products ; and 
miscellaneous wood and metal products including patterns and 
models, agricultural implements, iron chains, boilers, tanks, and 
window weights. 

Size of Hammond Manufacturing Establishments. A classi- 
fication of the manufacturing establishments of Hammond 
according to the nature of the finished product and approximate 
number of wage earners employed is contained in Table 10. The 
number of employees indicated does not necessarily represent the 
number upon the payroll for January, 1915, but rather the 
number employed under normal conditions. 



THE INDUSTRIES OP HAMMOND 



15 



TABLE 10 

Size and Product of Manufacturing Establishments of Hammond* 



Character of 
Product 



Passenger, Freight 
and Steel Cars 

Car Parts: Springs, 
Bolsters, etc 

Repairing Freight 
Cars 

Repairing Freight 
Cars and Manufac- 
turing Bolts and 
Rivets 

R. R. Torpedo Signals 

R. R. Safety Devices 

Potato Planting Ma- 
chinery and Tilling 
and Harvesting Ma- 
chinery 

Iron Chains 

Machine and Forge 
Products, Brass and 
Iron 

Boilers 

Patterns and Models. 

Surgical, Dental, Hos- 
pital Supplies, In- 
struments and Fur- 
niture 

Concrete Tiles 

Mattresses and Bed- 
ding 

Glue, Gelatin and Fer- 
tilizers 

Fertilizers 

Printing and Publish- 
ing 

Distillery Products. . 

Preserved Food Prod- 
ucts 

Invalid ( 'hairs 

Men's Shirts 

Men's Suits 

Pianos 

Cotton Belting and 
Hose 

Asphalt Roofing 

Planing and Lumber 
Mills 

Automobile Repairing 

Cornices, Heating 
Systems, etc 



Number of Establishments Employing Wage Earners 



Under 
10 



10 

1 

5 



10 to 
25 



25 to 
50 



50 to 

100 



100 to 
300 



300 to 
500 



500 to 
1000 



2 to 

3000 



Total 42 



•Two of the establishments herein recorded are in West Hammond, 111., but really form a part 
of the Hammond community of interests. 



16 INDUSTRIES AND SCHOOLS OP HAMMOND 

PART 2. INDUSTRIAL PURSUITS OP HAMMOND 

Trades Represented in Manufacturing Establishments. In 
the various manufacturing establishments of Hammond a great 
variety of trades and occupations are represented. No attempt 
has been made to closely segregate these trades, as close system- 
atic tabulation, while statistically desirable, is of little signifi- 
cance and worth to those who wish to interpret the data for 
purposes of education and school procedure. The number of 
various artisans indicated in the subsequent sections are only 
approximately correct, and in the main, represent only those 
employed in establishments during the month of January. For 
purposes of education, however, these figures are entirely satis- 
factory. 

Analysis of Trades. No attempt was made to analyze in detail 
the pursuits and trades enumerated in the following sections. 
In every case, however, careful observations were made to deter- 
mine the respects in which work and skills required were similar 
and dissimilar to the same trades and pursuits in other cities. 
The observer had continually in mind the occupational descrip- 
tions and analyses now available in printed form, in order to see 
to what degree these descriptions could be applied to the Ham- 
mond situation. 

In the main, the trades for which specific vocational training 
is recommended in Part 3, Chapter IV, involve the same skills 
as found in most manufacturing cities. It will be noted that the 
metal trades relate particularly to the manufacturing of steel 
cars and car parts and surgical instruments and supplies. 

§ 1. Metal Trades and Pursuits 

Those engaged in pursuits involving work in metals are here 
listed. The exact nature of the work, the products in the con- 
struction of which metal workers are required and a brief descrip- 
tion of the skills required are appended in the sections following 
the lists of occupations.* 



* In describing the processes involved in the various trades in 
this and other sections of the report, the "Hours and Wages Series," 
the U. S. Bureau of Labor Statistics and the findings recorded in the 
Charts of Bulletin No. 162, the Richmond Survey, have been occa- 
sionally quoted. 



THE INDUSTRIES OF HAMMOND 



17 



Fitters, reamers and helpers 222 Males 

Car finishers and trimmers 178 

Machinists, general 163 " 

Machinists' helpers 18 " 

Riveters, buckers and helpers 141 " 

Tinners, tinsmiths 70 

Heaters 4 3 

Punchmen and helpers 35 " 

Pressmen and helpers 34 " 

Instrument- makers 33 

Instrument makers' helpers 3 " 

Blacksmiths 33 " 

Blacksmiths' helpers 3 " 

Coil spring makers 31 

Bolster makers 25 " 

Shearmen 25 " 

Shearmen's helpers 3 

Polishers and buffers 25 " 

Sheet metal workers (bench hands) 22 " 

Elliptic spring makers 19 

"Welders 18 

Iron moulders 16 

Automobile machinists 14 " 

Automobile machinists' helpers 10 

Platers and picklers 15 

Chain makers 15 " 

Chain makers' helpers '. . 2 " 

Rivet and bolt headers 10 " 

Toolmakers 10 

Brass moulders 8 " 

Railroad truck builders 8 

Brass foundry hands 8 

Screw machine operators 7 

Brass finisbers 7 

Chain link cutters and coilers 6 " 

Bolt threaders 5 

Machine assemblers 5 

Boiler makers 3 

Bulldozer operators 3 

Bulldozer operator helper 1 " 

Core makers 2 " 

Emery grinders 1 

Pipe cutters 1 

Cupola man 1 

Total 1,302 



Fitters and Reamers; Passenger and Freight Car Construc- 
tion. Fitters and Reamers place steel plates and bars in position 
for riveters, who fasten them permanently in place. This is rated 
<is semiskilled work. A general knowledge of car construction, 
ability to receive orders and read blueprints and physical 
strength are the primal qualifications for success in this work. 



18 [NDUSTRIES AND SCHOOLS OF HAMMOND 

Finish* rs and Trimmers; Pass, ngi r Car Construction. Such 
workers cut and fit wood and steel parts used throughout the 
inside finishing of steel cars: the doors, partitions, panels, etc. 
This is a highly skilled work. 

Machinists. About 23 of the machinists in Hammond manu- 
facturing establishments were employed for purposes of machine 
installation and for its repair, upkeep and adjustment. Among 
plants so employing machinists were those engaged in printing, 
in manufacturing chains, glue, belting and in food preserving 
and distilling. However, the greater number of machinists were 
engaged in metal working, involved in production in these lines : 
car making and repairing; manufacturing electric motors; gen- 
eral machine products ; dies ; tools ; wheel boring ; axle turning ; 
etc. Such work requires men with a wide knowledge of all aspects 
of their trade. The description of machinists' work in Richmond 
applies also to the work of Hammond machinists: "Finishing 
vast ings and forgings to size, and erecting and repairing machin- 
ery. Bench or vise work, machine work, and floor work are 
involved in these processes, which include chipping, drilling, 
tapping, reaming, turning, facing, boring, planing, cutting gears 
and scraping bearings. The all-around machinist is skilled in the 
use of hand tools and in the operation of lathes, drillpresses, ream- 
ers, planers, shapers, vertical and horizontal boring mills, gear- 
cutting and other special machines."* A number of young men 
are employed along special lines in the making of parts for elec- 
tric motors, other machines and devices. Such work involves 
the continued use of the drill press, punch press and automatic 
or semiautomatic machines. These young men need much supple- 
mental training and experience before they can become machin- 
ists. 

Riveters and Buckers; Car and Car Parts and Boiler Con- 
struction. Riveters fasten together permanently metal plates, 
beams, and sills by means of red hot rivets, with hand or pneu- 
matic hammers. Buckers hold the rivets in place by means of a 
heavy bucking iron or plate, while the riveters shape the rivet 
head. 

Tinners and Tinsmiths ; Car Construction. This work in- 
volves the use of tin, brass and sheet metal as applied to car roofs, 
lamp ventilators, metal water coolers, wasli basins, drains and 



* Chart on Metal Trades, Richmond Survey. Ibid. 



THE INDUSTRIES OP HAMMOND 19 

sheet metal parts in refrigerator cars. Surgical and Hospital 
Supplies. Tinsmiths are also employed in the manufacturing of 
metal receptacles for dental chairs, hospital equipment, etc. The 
work involves the shaping, soldering and brazing of tin, copper, 
and brass, according to samples, patterns and drawings and re- 
quires a high grade of skill. Cornices and Heating and Roofing. 
As related to cornice making, roofing and heating plant installa- 
tion, work of tinners and sheet metal workers involves a rougher 
grade of work but requires a high degree of skill. 

Heaters. Heaters usually are young boys with working per- 
mits, who are employed in the manufacturing of scarf link chains, 
in placing and removing these links in the gas furnaces ; and in 
the manufacturing of bolts, in heating iron bolt bars previous to 
heading. In car construction, this work involves heating rivets, 
iron plates, etc. Heater boys working on scarf link chains may 
become chain makers; in the manufacture of bolts, young boys 
starting as nutters may become heaters, then threaders and then 
headers. 

Punchmen. This work involves punching holes by means of 
a power punch in iron plates and bars used in car, bolster and 
brake beam construction. It is rated as semiskilled. 

Instrument Makers. The work of instrument making in- 
volves forging, fitting, filing, riveting, tempering and sharp- 
ening high grade surgical and dental instruments. Each in- 
strument maker follows an instrument through all the various 
processes. A high degree of skill is required, and workers are 
recruited from among key fitters and locksmiths of wide experi- 
ence usually having been trained abroad. 

Blacksmiths. Work of blacksmiths involves shaping iron and 
steel to size. In Hammond, in addition to those engaged in re- 
pair work in small shops, blacksmiths are employed in plants 
manufacturing chains, surgical instruments, mattresses and car 
and car parts. 

Coil Spring Makers. Men of several different trades are em- 
ployed in the production of coil springs for railroad cars, viz. : 
Bradley hammer operators, spring coilers, rollers, pressmen and 
spring testers, and all are rated as skilled workmen. 



20 INDUSTRIES AND SCHOOLS OF HAMMOND 

Bolsti r Makers. Bolster making embraces the trades of ten-- 
sion plate and channel benders, hammermen, punchmen, together 
with other work rated as unskilled day labor. 

Shearmen. These are employed in the operation of shearing 
machines in cutting plates and sheets of iron for car and elliptic 
springs construction. Their helpers receive the cut plates or 
bars and may become shearmen. 

Polishers and Buffers. This work is included in the process 
of making surgical and dental instruments and in the manufac- 
ture of brass foundry and machine products. It requires the skill- 
ful use of all sorts of grinding, polishing and buffing wheels. 

Sheet Metal Workers. These men are employed in the manu- 
facturing of cornices and the installation of heating and venti- 
lating systems, but as here listed are engaged primarily in work 
known as bench sheet metal work, incident to the production of 
metal hospital cabinets, operating tables and hospital furniture. 
This includes a wide variety of processes, such as shaping, filing, 
fitting pieces of metal, riveting, welding and soldering, as well 
as fitting hinges, catches and locks, and requires a wide experi- 
ence and great skill. 

Elliptic Spring Makers. In the manufacture of this product 
a number of trades are involved, such as trimmers, banders, roll- 
ers and elliptic spring makers, the last two mentioned being 
highly skilled. 

Welders. This work includes fastening together metal plates 
by the electric spot process, or hand welding, by use of the 
acetylene flame. It is one of the processes involved in the 
manufacture of cabinets and hospital supplies and also interior 
car construction, and is rapidly doing away with riveting for 
these purposes. 

Iron and Brass Moulders. Taking into consideration the im- 
portance of the metal industries in Hammond, there is relatively 
very little metal moulding. It is customary for many estab- 
lishments to have the necessary castings made in Chicago, or in 
branch establishments located elsewhere. The iron moulding done 
in Hammond consists of making parts for potato machinery and 
miscellaneous foundry products. The brass moulding is for a 
diversified Line of brass goods. 

Automobile Machinists. Automobile machinists and repair- 
men are employed in five Hammond garages. Their work con- 



THE INDUSTRIES OF HAMMOND 21 

sists of making repairs, adjustments, replacing parts, etc., and 
may require the use of the lathe, drill press and other machines. 

Platers and Ticklers. Electroplating is one of the processes 
in the production of surgical and dental instruments and brass 
products. The work involves the preparation of the liquid, clean- 
ing and immersing the part to be plated, making electrical con- 
nections, etc. A general knowledge of electricity is essential. 

Chain Makt rs. The work of chain making embraces chain 
coiling, link cutting, scarf link chain making and hand link chain 
making, as well as the work of the heaters and their helpers. The 
makers of scarf link and hand chains are highly skilled, as they 
must possess a knowledge of the proper heat necessary to good 
welding by means of hand or semiautomatic hammers, and skill in 
actual welding. No electric chain welding is done in Hammond. 
Scarf link heater boys may become scarf link makers, and the 
same holds true of the helpers employed by the hand link makers 
who may become hand link chain makers. 

Rivet and Bolt Headers. The heading of rivets and bolts is 
done by placing the heated iron bar in the jaws of a machine and 
applying the power which operates the automatic heater. 

Tool Makers. These men are highly skilled and are employed 
in three of the large Hammond establishments to make special 
tools and to keep tools in repair. 

Truck Builders. The building of trucks for passenger and 
freight cars consists of assembling the various parts of trucks, 
such as journal boxes, bearing metals, holsters, sills, arch bars, 
brake beams and wheel axles. Repairing of trucks is also in- 
eluded in their w T ork. 

Screw Machine Operators. Screw machine operating is re- 
quired in the manufacturing of certain surgical instruments and 
hospital apparatus, and includes the operating of automatic or 
semiautomatic screw machines. This work involves mounting 
tubes or metal stock and the appropriate die or tool, and controll- 
ing the machine by hand lever. Such work is rated as skilled. 

Bolt Threaders. These are usually young men promoted 
from nutters, their work being to mount bolts in the jaws of the 
automatic threading machine, and with hand lever apply revolv- 
ing cutting die to the bolt shaft. 



22 INDUSTRIES AND SCHOOLS OP HAMMOND 

Machine Assemblers. In this connection, the term assemblers 
refers to semiskilled men who are engaged in the assembling of 
parts for potato planting and agricultural machinery. 

Boiler Makers. The work of the Richmond boiler maker, as 
described in the Richmond Survey, is similar to the work of the 
Hammond boiler makers : ' ' Plates are laid off to size and shape ; 
rivet holes located and punched ; punched plates sheared to size 
and shape and run through rolls which give a circular form. 
Where butt joints are made, plates are chipped and planed to fit, 
butt straps placed over joints, bolted in position and holes in 
plates and strap reamed to match. Rivets, heated red hot, are 
inserted from the inside, held in position by bucking irons and 
headed up by hand and power hammers."* 

§ 2. Woodworking Trades and Pursuits 

Woodworking trades and pursuits as carried on in the manu- 
facturing plants of Hammond include the following: 

Car builders 241 Males 

Wood machine hands 80 

Cabinet makers 52 

Carpenters 44 

Pattern and template makers 17 

Coopers 15 

Boxmakers 12 

Veneerers 5 



Total 466 " 

Car Builders. In Hammond, car builders are engaged in the 
construction of new freight cars and the repairing of old ones. 
A difference should be noted between a car builder in the con- 
struction plant and a car builder and carpenter in a repair shop ; 
the former is an assembler of parts, while the latter is a carpenter, 
within the general definition of the term, doing both construc- 
tion work and high grade repair work. In the Hammond plants, 
car builders are listed as stringermen and floor layers, roofers, 
doormen, trimmers, reamers and framers and siders, and car re- 
pairers as roofers, bodymen and doormen. A well-trained car- 
penter may soon become adapted to building and repairing 
wooden freight cars. 

* Ibid. 



THE INDUSTRIES OF HAMMOND 23 

Machine Wood Workers. Car Shop. In manufacturing and 
re j >airing of wooden freight cars, machine woodworking involves 
"Getting out material used in repairing, etc., by operating such 
machines as the following : circular saws for cutting off, ripping 
and sawing angles; band saws for cutting angles or irregular 
shapes; scroll saws for sawing curves and scrolls; planers for 
cutting to required thicknesses ; joiners for straightening, smooth- 
ing and beveling edges ; mortising machines . . . . ; tenon ma- 
chine . . . . ; moulding machines . . . . ; shapers . . . . ; 
sand papering machines, lathes, boring machines . . . ., etc."* 
Wood machine workers are employed in piano factories where the 
same machines are operated, but a much higher degree of skill 
required. The workers shift from one machine to another as 
their work requires. They are also employed in the manufactur- 
ing of furniture and invalid chairs, where work consists of getting 
out parts from rough stock. 

Cabinet Makers; Passenger Car Construction. In passenger 
ear construction, cabinet makers do all the high class work neces- 
sary in finishing the interior of the car, which requires great skill 
and accuracy on the part of the worker. They do the paneling, 
moulding, and door fitting, and, on steel cars, cut and fit and 
apply steel and brass moulding. Furniture Making. In this line 
cabinet making involves shaping, assembling, fitting and fasten- 
ing wood parts in the construction of desks, cabinets and chairs, 
using bench hand tools. The Hammond cabinet maker must pos- 
sess a high degree of skill. Piano Making. In this industry cabi- 
net making embraces all phases of making and assembling the 
case and sounding board. Such work requires a general knowl- 
edge of the principles of cabinet making, with particular refer- 
ence to piano construction. Carving is at times also involved. 

Carpenters. In the Hammond manufacturing plants, carpen- 
ters are engaged in repairing and upkeep work, and while such 
men are classed as carpenters they are not employed in building 
construction, in the ordinary sense. 

Pattern Makers. Considering the place of importance held 
by the metal trades in Hammond, there are relatively few pat- 
tern makers employed, as most of the work of this character is 
done elsewhere. There are some pattern makers, however, work- 
ing in a general machine and model plant and in a steel car estab- 
lishment. The work of the wood pattern maker is described in 
the Richmond Survey. 



* Ibid. 



24 INDUSTRIES AND SCHOOLS OF HAMMOND 

Coopers. Coopers arc employed in repairing barrels and 
casks for the distillery and certain food-preserving establish- 
ments. This is skilled work. In Hammond this work is largely 
done by foreigners. 

Box Makers. Box makers are employed in making packing 
boxes for printing and food-preserving plants. The work consists 
of operating power cut-off and circular saw, automatic nailing 
machine and hand stenciling. The skill necessary can be acquired 
in a short period of time. 

Veneerers. The work of veneerers in furniture and piano 
factories consists of cutting, matching and joining and gluing 
the veneer to the stock ; then placing the veneered stock in a press 
which forces the veneer tightly against the solid wood, after 
which the veneered wood is removed to a retainer where it is left 
until thoroughly dried. 

§ 3. Printing, Publishing and Bookbinding Trades 

Trades coming under the head of printing, publishing and 
bookbinding, as carried on in Hammond, are as follows : 

Printers (small job shops) 16 Males 

Pressmen 30 " 

Press feeders 50 " 14 Females 

Foundrymen and helpers 19 " 

Compositors 36 " 

Proofreaders 8 

Copy holders 5 

Linotype operators 15 " 

Apprentices (Composing Dept.) 8 " 

Soft Binding — 

Skilled operators 17 " 50 

Semiskilled operators 19 " 170 

Foreladies 4 

Hard Binding — ■ 

Skilled operators 55 " 6 

Semiskilled helpers, etc 30 " 

Foremen 1 " 

Total 296 " 257 

Printers. In small job shops the work of a printer includes 
hand composing, press operating, etc., incident to printing book- 
lets, circulars, letter heads and other small jobs. 

Pressmen. Platen and cylinder pressmen must understand 
the adjusting of forms and plates to the press, how to regulate 
register and ink, and must supervise the work of the press feeders. 

Press F<<<l<rs. Willi the use of the platen press this work 



THE INDUSTRIES OP HAMMOND 25 



consists of feeding the sheets upon which the impression is to be 
made and removing the printed sheet. With cylinder presses, the 
feeder places a large sheet of paper against the fingers of the ma- 
chine and the printed sheet is automatically delivered. 

Foundrymcn. Within the printing foundry various trades 
are included in electrotyping ; such as the moulder, who prepares 
the wax plates and makes the type impressions in wax by means 
of the moulding press ; the wax builder-up, who builds up hollow 
spaces ; the battery man, who attends to the actual electrotyping ; 
the caster, who backs up the thin copper film with soft molten 
metal ; the finisher, who routs, patches and inserts ; the metal saw 
operator, who cuts and trims backed up forms; and the wood 
blocker, who fastens wood blocks to the backs of cuts in order to 
make them type high. All these workers are highly skilled. 

Hand Compositors. The work of a compositor includes set- 
ting type by hand for titles, tables, etc., and justifying and lock- 
ing such matter in the chase. This work requires discrimination 
as to design and makeup, space arrangement, knowledge of ap- 
propriate types, etc., knowledge of English, punctuation, etc., also 
distribution of type, taking proofs, paging, etc.* 

Proof Reading. Proofreading is done by men and women, 
and consists of comparing the printed with the original copy, 
noting departures from the text and indicating corrections. 
Proof readers also mark sections which they think should be 
brought to the author 's attention for rephrasing. Knowledge of 
symbols, of form make up, types and English are required.* 

Copy Holders. Young women are employed as copy holders 
and their work is to read the original copy to the proof reader. 
Copy holders may become proof readers. 

Linotype Operators. By means of the linotype machine, a 
line of type is composed, justified and cast in one piece. Opera- 
tors must be able to operate machine with accuracy and speed, 
and make minor machine repairs, though linotype machinists are 
employed to make difficult adjustments. The linotype operators 
must also possess a knowledge of English, type designations and 
makeup.* 



* See Chart Printing and Publishing Richmond Survey. Ibid. 
3 



26 INDUSTRIES AND SCHOOLS OF HAMMOND 

Soft Bookbindery Employees. In the "soft bookbindery" 
large printed sheets are folded and pages and sections of printed 
matter gathered together and sewed or wire stitched. In the case 
of pamphlets, paper or cloth covers are attached. Cases are made 
and attached in the hard bindery. Occupations requiring skilled 
men in the soft bindery are : the operation of automatic folding 
machines; trimming sections and books with power overcutters; 
operating round cornering machine and operating smashing ma- 
chine, by use of which books are reduced to the proper thickness. 
Skilled women are employed as inspectors ; as operators of auto- 
matic tippers ; collators ; sewing machine operators ; hand folders 
and point folding machine operators. Semiskilled occupations 
requiring women and girls, are cutters off from sewing machines ; 
hand folders; wire stitcher operators; joggers for stitchers (the 
straightening of sections and placing in piles ready for stitch- 
ing) ; hand tippers, involving the placing of inserts and single 
cuts in place ; gatherers (those who gather up books and pamphlet 
sections in the proper order) ; and hand coverers, who paste cloth 
or paper covers on booklets. Semi and unskilled occupations, re- 
quiring young men, are folding-machine helpers, trimmer helpers, 
automatic covering-machine tenders, round-cornering-machine 
helpers, punch press operators and wrapper boys. 

Hard Bindery Employees. In the "hard bindery" the sewed 
sections constituting the book or publications are rounded, glued, 
forwarded, and the case is made and attached to the book. Most 
of the operations and trades within the hard bindery require 
skilled men. Some of the skilled occupations and trades are the 
following : back rounding, involving the use of the backing ma- 
chine to round the back and make the front concave; back glu- 
ing, the attaching of a piece of coarse fabric to the back of the 
book; forwarding and casting, that is, pasting the outside of the 
first and last leaves of the book to the cover and placing them 
between the boards of the case and applying pressure ; hand case 
making, involving attaching the cover boards to the covering fab- 
ric or leather with adhesives. Marbelling is highly skilled and 
involves mixing and preparing marbelling pigmenl in trough and 
dipping papers upon this fluid. Gilding, when related to gilding 
edges of books, involves mounting the books in the vise, applying 
sizing liquid, laying gold leaf and rubbing and burnishing, and is 
skilled work. Gold laying is done either by skilled men or women, 



THE INDUSTRIES OF HAMMOND 27 

and involves laying the gold leaf over those parts of the case upon 
which letter or decorative impressions are to be stamped. This 
work includes applying sizing, laying gold leaf and rubbing away 
waste gold after hot stamping, and is skilled. Press stamping 
involves mounting the metal die in the stamping press, regulating 
heat and head pressure and inserting case between die and press 
and operating the press. Indexing involves pasting indexing let- 
ters in the proper places on edges of books, places being indicated 
I iy grooves cut in sheets. This work is done by skilled females. 

Young men helpers are employed in back rounding, gluing, 
machine case making and press stamping. Such helpers may be- 
come skilled bookbinders. 

§ 4. Pursuits Involved in Food Preserving and Distilling 

A considerable number of those employed in food-preserving 
plants and distilleries are rated as common laborers, and, there- 
fore, not included in this section, but under "Work of Laborers." 

Packers and labelers 200 Females 

Glue spreaders 200 

Cooks 12 Males 

Soda water bottlers 3 

Millers 2 

Yeast makers 2 

Spirit runners 2 

Total 400 " 21 " 

Packers and Labellers; Food Preserving. In the food-pre- 
serving establishments women, including some girls working on 
permits, are employed in packing bottled goods, such as olives and 
pickles. Such work is rated as skilled in the sense that it requires 
a certain "knack" to arrange the products in the proper position. 
Labelling consists of pasting printed labels to bottles, cans and 
boxes. 

Glue Spreaders. Liquid glue is drawn from the vats into 
metal receptacles, where it remains until it becomes of a gelatin- 
like consistency, when the cakes are cut into slices. Spreading 
these slices upon frames covered with wire netting is called glue 
spreading. This is done by young women, and is classed as semi- 
skilled work. It is undesirable employment on aecount of the wet 
condition of the floors upon which women must stand. The 
frames upon which slices of glue are thus spread are placed in 
evaporators and the glue when dry must be removed from the 



28 INDUSTRIES AND SCHOOLS OF HAMMOND 

frames. This work is called stripping and is also done by women, 
and is unskilled work. 

Cooks. When related to food preserving, this work is highly 
skilled, as it involves the use of steam copper kettles, control of 
heat, knowledge of time required for proper cooking, etc. Ex- 
perienced English cooks are oftentimes employed in Hammond. 
Cooking as related to the manufacturing of glue and gelatin, in- 
volves regulating the steam supply to huge wooden vats of stock, 
and is usually performed by laborers who become proficient with 
experience. 

Millers, Yeast Makers, Spirit Runners. These occupations 
are involved in the work of distilling and are of the usual order. 

§ 5. Trades Involved in Piano Making.* 

The making and finishing of piano cases, sounding boards and 
other wood parts requires wood workers, and their work is de- 
scribed under the woodworking trades. Other lines are : 

Action regulators 12 Males 

Wire stringers 5 " 

Tuners 5 " 

Player installers 5 " 

Assemblers 5 " 

Total 32 

Action Regulators. This work consists of key fitting, rough 
and fine key regulating and requires great skill and several years' 
experience to develop proficiency. 

Wire Stringers. "Wire stringers wrap and attach piano wire 
around the poles upon the sounding board; they also adjust the 
wire to a given tension by turning the poles. A skilled me- 
chanic may become proficient at this work. 

Tuners. This work consists of adjusting wires to the proper 
tension for the required pitch, and may be classified as rough and 
finished tuning, in either case being rated as highly skilled. 

Player Installers. The installation of player attachments in- 
volves mounting, adjusting and regulating piano players previ- 
ously constructed. 



* Other than those listed under wood and metal working. 



THE INDUSTRIES OP HAMMOND 29 



Assemblers. The work of assembling, to which reference is 
here made, pertains to mounting various parts of the piano action 
in place and doing the work of preliminary adjusting. This in- 
cludes mounting hammers, keys, etc., to the appropriate frames 
and plates. Young men are usually employed for this work, and 
upon becoming proficient may be promoted to the action regu- 
lating department. 

§ 6. Miscellaneous Electrical Pursuits 

Pursuits involving various phases of electrical work within 
Hammond manufacturing plants include the following : 

General electricians 53 Males 

Electricians' helpers 1 " 

Crane operators 22 " 

Armature winders and motor assemblers. . . 13 

Crane repairers 7 " 

Assemblers of electrical devices 6 " 

Total 102 

Electricians. General electricians for repair, installation and 
upkeep purposes are employed in nine Hammond manufacturing 
establishments. Such work requires a broader knowledge and 
experience than that required in any one specialized field, such 
as motor winding or interior light installation. Such general 
work may involve repairing electric motors, installing lighting 
fixtures and wire, and fire alarm bell signal and safety systems. 
As related to the manufacturing of passenger cars, electricians 
are employed in light, motor and controlling device installation. 

Electric Crane Operators. In the production of steel cars, 
overhead electric cranes are employed in lifting parts from place 
to place, and operators must be skilled in handling controlling 
devices and in interpreting and obeying signals. 

Crane Repairers. Crane repairers must make motor adjust- 
ments and repair and install wires and connections, which re- 
quires the skill of a general electrician, as well as that of a ma- 
chinist. 

Armature Winders and Vofor Assemblers. Young men are 
employed in turning motor parts to size, winding armatures, and 
making and assembling parts of motors designed for small utility 
and dental equipment purposes. Such work, though highly 
specialized and requiring considerable skill, does not afford a 



30 INDUSTRIES AND SCHOOLS OF HAMMOND 

broad enough experience for young men so engaged to become 
either proficient electricians or machinists, without supplemental 
opportunities for training and experience. 

Assemblers of Electric Devices. Young men are employed as 
assemblers of parts of various electric devices : pumps, vibrators, 
rheostats for surgical and hospital use. "While this work is highly 
educative it does uot afford a broad enough experience for de- 
veloping all around workers, unless supplemented by a wider 
range of experiences and a study of electrical theory. 

§ 7. Steam, Pipe and Air Brake Fitters 

Steam fitters 20 Males 

Pipe and air brake fitters 3 6 " 

Pipe fitters and helpers 8 " 

Total 64 

Steam Fitters. Steam fitters are employed in nine of the 
Hammond manufacturing plants, and their work consists of 
keeping lines of pipe in repair, and making connections to pumps, 
cooking vats and vessels, refrigerator and evaporator plants, etc. 
General steam fitters of considerable experience are required. 

Pipe and Air Brake Fitters. In connection with car construc- 
tion, pipe fitters cut, thread, bend and put together metal pipes 
and tubing and fit together the necessary parts for the trans- 
mission of air, gas, steam and water throughout the car. 

§ 8. Millwrights and Repairmen 

Millwrights 50 Males 

Repairmen 1 " 

Total '. 51 

Millwrights. These men are employed in four Hammond 
establishments, their work being the lining up of shafts, placing 
machines, adjusting and repairing belts, etc. 

§ 9. Engineers, Firemen, Tenders, Etc. 

Stationary engineers 20 Males 

Engineers' helpers 2 

Firemen 33 

Oilers 3 

Water tenders 2 

Total 60 



THE INDUSTRIES OF HAMMOND 31 

The work of stationary engineers, firemen, oilers and water 
tenders employed in Hammond establishments is of the usual 
order. 

§ 10. Occupations in the Clothing Industries 

Sewing machine operators 125 Females 

Tailors 14 Males 

Tailors' helpers 6 

Gutters 5 

Total 130 " 20 *' 

Sewing Machine Operators. Female sewing-machine opera- 
tors are employed in the making of men's shirts, surgeons' and 
nurses' aprons, and spring and mattress covers. In apron mak- 
ing, operations are largely limited to hemming, while in shirt mak- 
ing operations include hemming, sleeve making, sleeve setting, 
collar making, collar setting, button-hole making and button sew- 
ing. In making mattress covers the work is limited to hemming. 

Tailors. Owners and employees of small custom tailor shops 
make men's suits, and none of the establishments employs, as a 
rule, over four men. Such work includes pattern and cloth cut- 
ting, basting, fitting and trimming, hand and machine sewing, 
pressing and finishing. 

§11. Draughtsmen 

Draughtsmen 13 Males 

Blue Printers 2 

Total 15 " 

The tendency in Hammond is to have plans drawn in Chicago 
and in branch or main shops of Hammond plants, located else- 
where. Draughtsmen, however, are employed in designing de- 
tails for roof construction, involving the use of cement tiles ; in 
designing car parts, i. e., bolsters, brake beams, springs, etc. ; and 
in house, store and shop interiors showing plans for light and heat 
installation. 

§ 12. Chemists 

Chemists 7 Males 

Beecker boys, etc 3 

Total 10 " 

Trained chemists are employed in deriving formulas for medi- 
cal productions, in testing chemicals so involved, in testing chemi- 
cals used in making torpedo signals and in testing and rating 
various grades of glues and gelatins. 



32 INDUSTRIES AND SCHOOLS OF HAMMOND 



§ 13. Painters, Stainers, Enaniellers and Finishers 

Passenger car painters 108 Males 

Wood finishers 41 

Freight car painters 14 

Painters and white enaniellers 8 

Stencillers 2 

Sign painters 1 

Paint mixer 1 

Stencil cutter 1 

Total 176 

Passenger Car Painters. The work of passenger car painters 
includes applying paint to the interior and exterior of cars, 
rubbing down, graining, varnishing, striping and lettering, all 
of which is highly skilled.* 

Wood Finishers. Related to furniture and cabinet construc- 
tion, this work includes staining and filling, which is done by 
semiskilled men ; sanding, done by boys or semiskilled men ; and 
shellacing and varnishing, which is done by skilled men. Polish- 
ers and rubbers are also skilled, and in some establishments rub- 
bing on flat surfaces is accomplished by the use of the rubbing 
machine. In piano finishing a very high type of work is involved, 
requiring careful staining, varnishing and rubbing. 

Freight Car Painters. Freight car painters are rated as semi 
or unskilled workers, their work being to apply the paint with 
large brushes to the exterior parts of the car. 

Painters and White Enamelcrs. In the manufacturing of 
wood furniture and cabinets, paint and white enamel may be 
applied with either the sprayer or hand brush, such work being 
highly skilled. In white finishing of metal chairs, tables or cabi- 
nets, priming coats are applied and rubbed down by semiskilled 
men, the final coat being applied by either sprayer or hand brush 
by skilled men. The enameled article is then placed in the baking 
oven. 



*See Chart Metal Trades Richmond Survey. Ibid. 



THE INDUSTRIES OP HAMMOND 33 



§ 14. Miscellaneous Pursuits 

Concrete tile moulders 52 Males 

Bed spring coilers and semiskilled operators 
in manufacturing springs and mat- 
tresses 50 " 10 Females 

Cardboard tube makers and instrument box 

finisliers 3 17 

Book inspectors 3 " 15 

Pill counters, weighers, etc 6 

Upholsterers 4 

Wire cutters 4 

Surgical, brace makers 4 

Belt folders and finishers 2 

Total 122 " 48 

Concrete Tile Moulders. Concrete tile moulders are skilled 
men who place mixed concrete and reinforcing wires in metal 
moulds, tamp the mixture and smooth and color the roofing tile. 
Later, workers must remove tiles from the moulds and set them 
aside to temper and season. Workers must possess physical 
strength and endurance, must have knowledge concerning the 
proper consistency of concrete mixture, methods of tamping 
and inserting reinforcements, finishing, coloring and removing 
tile from mould. 

Bed Spring Coilers and Semiskilled Operators. Bed spring 
coilers operate the circular and running spring coiling machines, 
both of which are largely automatic; other semiskilled work is 
mounting springs, stretching woven mattresses between metal 
frames, binding edges of woven springs, etc. Boys on working 
permits may be employed in certain phases of this work. 

Cardboard Tube Makers and Instrument Box Finishers. 
Women are employed in making cardboard tubes and applying 
labels for signal torpedos. Instrument box and packing box 
finishing involves pasting wrapping material to the exterior of 
wooden, or cardboard boxes. 

Book Inspectors. Book inspectors examine books and pamph- 
lets to discover imperfections in paper, binding or printing. 
Such work requires discrimination and is developed by experi- 
ence. 1 

Pill Counters and Weighers. Such work is done by young 
women and includes hand counting and the use of scales in esti- 
mating. 



34 INDUSTRIES AND SCHOOLS OF HAMMOND 

Upholsterers. "Upholsterers are employed in the manufacture 
of invalid chairs and various sorts of home, office and hospital 
furniture. 

Wire Cutters. This involves cutting reinforcing wires and 
woven metal netting used in making concrete roof tiles. Wires 
are cut to pattern size. 

Surgical Brace Makers. Surgical brace makers are highly 
skilled men engaged in making braces to correct bodily deformi- 
ties. This work involves shaping and cutting leather, fabric and 
sheet metals according to drawings, measurements or models, 
and is highly skilled. 

Belt Folders and Finishers. Belt folders stretch sewed fabric 
belts over pulleys and fold for shipment and dip finished belt in 
a prepared liquid compound. This work is semiskilled. 

§ 15. Laborers 

Among the laborers employed in the Hammond establishments 
are those engaged as indicated : 

Manufacture of glue and gelatin 300 Males 

Manufacture of fertilizers 100 

Yardmen, etc 100 

(Probably many more than indicated) 

Manufacture of R. R. bolsters 31 

Manufacture of brake beams 25 

Metal heaters 18 

(Other than heater boys) 

Coil spring dippers 11 

Waste paper gatherers and balers 10 I Females 

Bottle washers 10 

Manufacturing elliptic springs.- 9 

Boiler helpers 6 

Concrete mixers 6 

Book section packers 6 

Preparing asphalt roofing 5 

Paper lifters and hustlers 5 

Total 642 

§ 16. Trades Other Than Those Represented in Manufacturing Plants 

In order to ascertain the number of workers in the various 
trades other than those entirely localized within manufacturing 
plants, a canvass of the entire city would have been necessary. 
Figures representing the approximate numbers within the build- 
ing and other trades have been provided by the labor union 
officials, and while these estimates of the number of workers may 



THE INDUSTRIES OF HAMMOND 



35 



include some not residing within the corporate limits of the city 
of Hammond, their worth is none the less significant, as workers 
so included in the estimate are part of the Hammond community 
of interests. The number of workers is as follows : 

Bricklayers 35 Males 

Hod carriers 300 

Carpenters 218 

Painters 123 



85 
40 
25 
24 
20 
18 
75 
72 
52 
31 
25 
18 
IS 
10 
Total • 1,189 



Electricians and linemen. 

Cement finishers 

Plumbers 

Plasterers 

Sheet metal workers .... 

Lathers 

Machinists 

Engineers 

Firemen 

Cigar makers 

Stage workers 

Boiler makers 

Bakers 

Moving picture machine operators 



CHAPTER III. 
WORK OF YOUNG PEOPLE UNDER 17 YEARS «;>F AGE 

Considering the large number of boys and girls who L 

school at the age of fourteen years in oru _ • 10 work, it is 

scoa ' y the kind of work which these young 

in order I the poss .ities of providing 

suitable continued general or vocational education adapted to 

their 3 nd employment. 

There are two - - from which data concerning v _ 

earning pursuits of those under seventeen years ge may be 

derived: first, from the r s of the i orking permits iss 

by the school department: and second, from the boys and girls 
themselves or their employers. Both I - sources were used. 
and the data obtained from each source are necessarily similar in 
borne res 

Fro::: the working permits - were obtained relative to the 

number issued to boys and girls during a certain period of time : 
the nativity of the young people ; the number receiving permits 
who attended the Hammond public and parochial schools or 
about whom no school history is available; the length of time 
laps 11 leaving school and receiving the working permit ; 

:id grade upon leaving school: the school proficiency in 
terms of school marks and the extent of retardation ; and finally, 
the specific employment for which the permit was issued. 

From the reports made out by boys and girls actually at 
work and their employers, facts were obtained as to the number 
of boys and girls at work under seventeen yeai - ge; the na- 

- and girls and of their fathers and mothers: the 
number who attended public and parochial schools in Hammond 
or elsewhere; the achievement, in terms of school grade reached 
for each age. of those nded public schools: the extent of 

retardation of public school children: the time lapsing bet* 

ng school and going to work and between each job: the 

35 



1 

voluntar ' efforts oi I - -nd girls to eontinu- I luea- 

tion: and the number of jobs held th the 1 : holding 

job as well as a description 

.vailable 
data so desiring 

r _ ■ facts upon a basis, or eompa: 

of this si with sr - be made in the future in 

other loealit: - 

PART 1. STUDY OF WORKING PERM! I - 

The faets d from a study of the working permits issued 

to boys and girl? are particularly - _ at for purposes of vo- 

■ nal education. ^Vith a eompi I of the s 

of such child: togel I 3 of the 1 

which - ter and sal fly follow, and t. 

of time and wages I in the ~ - s, the type of work 

to your_ - nd girls in the eomn. 

togel • e educational needs of these children. 

- and 65 g 
13. and November 191 .vailable in tb S 

study. 

rhree of 1 - i 

the girls to whon. - nrolled in the Ham- 

mon I faets of school a1 " 

eeiving work permi: 3 

34 ': Hammond publi 

2 
54 boys. Nothing is known concerr. - 1 attend. 

indicate that of the 6 " - 
ing work perm 

Hammond t 
" - - attended the Hammond paro 
7 girls. - :own eo: -nee. 

- pa- 

and work 

; l. St h».l Hi>x- ry and Work of I 

of 1 

95 boys to whom work sr permits were is born 

s and 3 hav- Ta mm or is - 



38 



INDUSTRIES AND SCHOOLS OP HAMMOND 



tories are available for 34 of the working permit boys, all of 
whom at some time have attended the Hammond public schools. 
Of the remaining 59 boys nothing is known concerning their 
school history. 

Of the 34 boys whose school records are available, 27 received 
from their last teachers a satisfactory mark, 6 were rated as fair 
and but one as unsatisfactory. Of these 34 boys receiving work- 
ing permits, 



L9 
10 

3 went to 

2 went to work 



went to work directly upon leaving school 
went to work one year after leaving school 
work two years after leaving school 
three years after leaving school 



Concerning school grade which the 34 Hammond public school 
boys completed it will be noted that, 



2 completed the 

3 completed the 
6 completed the 
6 completed the 
9 completed the 
8 completed the 



third grade 
fourth grade 
fifth grade 
sixth grade 
seventh grade 
eighth grade 



It is thus seen that one-half of the boys whose records are avail- 
able left school upon, or prior to, completing the sixth grade. 
The ages of these boys upon leaving school are as follows : 

4 were 12 years old 

6 were 13 years old 

18 were 14 years old 

6 were 15 years old 

The grades completed by boys of each age are indicated in 
Table 11. 

TABLE 11 

Age and Grade Completed by Boys Educated in Hammond Now Holding 
Working Permits 







Ages Upon Leaving 


School 




Grade Completed 


12 Years 


13 Years 


14 Years 


15 Years 


Total 


Third 


2 
1 

1 


2 
1 

2 

i 


4 
3 

7 
4 


1 
2 
3 


2 


Four! h . . 


3 


Fifth 


6 


Sixth 


6 


Seventh 


9 


Eighth 


8 






Total 


4 


6 


18 


6 


34 







WORK OP YOUNG PEOPLE ■ 39 



Although 33 of the boys received fair or satisfactory school 
grades from their last teachers, 29 were over the normal age for 
the grade completed, and of these over age boys, 

13 were 1 year behind their normal grade 
7 were 2 years behind their normal grade 
9 were 3 years behind their normal grade 

Occupations of Working Permit Boys. Sixty-three of the 
working permit boys were employed in some phase of industrial 
work, 27 in stores and 4 in offices. The specific employment is 
summarized and enumerated as below indicated. 

Employees in manufacturing establishments. .63 Boys 

Store employees 27 

Office employees 4 

Total 94 " 

Employees: Manufacturing Establisliments 

Heater boys 18 

Laborers (work not specified) 7 

Stock clerks 7 

General factory work (printing and publishing) .... 5 

Scale checkers 6 

Nutter boys 3 

General factory work (mattress factory) 3 

Book inspectors (bindery) 2 

Bindery helpers 2 

Brick heater 1 

Armature winder 1 

Air brake helper 1 

Factory work (not specified) 4 

Jogger (bindery) 1 

Watcher, folding machine (bindery) 1 

Mill room boy • • • 1 

Total 63 

Store Employees 

Errand boys 6 

Messengers 5 

Delivery boys 5 

Wrappers 4 

Clerks '■' 

Cash boys : 

Bundlers and packers 2 

Total 27 



40 INDUSTRIES AND SCHOOLS OF HAMMOND 

Office Employees 

Office boys 3 

Catalogue filers 1 

Total 4 

§ 2. School History and Work of Girls 

Nationality and School History of Girls. All but seven of 
the 65 girls to whom working permits were issued were native 
born. Three of the 65 girls re-entered the Hammond schools. 
School histories are available for 23 of the girls, all of whom have 
at some time attended the Hammond public schools. Of the re- 
maining 42 girls to whom permits were issued, nothing is defi- 
nitely known concerning their schooling; i. e., school attended, 
grade completed or school proficiency. Many of these girls doubt- 
less attended parochial schools, while others may not have at- 
tended any of the Hammond public or private schools. All but 
one of the 23 girls whose records are available, are native born 
white, and 14 received, from their last teachers, a satisfactory 
mark in general scholarship, 9 were rated as fair, and none as 
unsatisfactory. 

The time between leaving school and going to work was as 
follows for the 23 girls, 

13 went to work immediately upon leaving school 

3 went to work one year after leaving school 

4 went to work five years after leaving school 
3 went to work six years after leaving school 

Concerning the school grades completed by girls who attended 
the Hammond schools, 

3 completed the second grade 

3 completed the third grade 

3 completed the fourth grade 

3 completed the fifth grade 

4 completed the sixth grade 

4 completed the seventh grade 
3 completed the eighth grade 

It will lie noted that 16 of these 23 girls left school to go to work 
upon, or prior to, completing the sixth grade. 

The ages of the girls upon leaving school were as follows, 

1 was 8 years old 

1 was 9 years old 
5 were 10 years old 

2 were 13 years old 
11 were 14 years old 

3 were 15 years old 



WORK OF YOUNG PEOPLE 



41 



It is important to note from Table 12 the grades completed 
in connection with the ages upon leaving school. 



TABLE 12 

Ages and Grades Completed by Girls Educated in Hammond Now Holding 

Working Permits 





Ages of Girls Upon Leaving School 


Grade Completdd 






















8 Yrs. 


9 Yrs. 


10 Yrs. 


11 Yrs. 


12 Yrs. 


13 Yrs. 


14 Yrs. 


15 Yrs. 


Total 


Second 


1 




1 










1 


3 


Third 




1 


2 
















3 


Fourth 






2 












i 




3 


Fifth 


















3 




3 


Sixth 
















2 


2 




4 


Seventh 


















3 


1 


4 


Eighth 


















2 


1 


3 


Totals 


1 


1 


5 






2 


11 


3 


23 



Although 14 of the 23 girls received a satisfactory school 
grade, 17 were over age and of these 17 over age girls, 

8 were 1 year behind the normal grade 

4 were 2 years behind the normal grade 

3 were 3 years behind the normal grade 

1 was 4 years behind the normal grade 

1 was 7 years behind the normal grade 

Work of Permit Girls. Forty-five of the working permit girls 
were employed in some phase of industrial work, 10 as store 
clerks or wrappers, 6 as office helpers, 1 as a telephone operator 
and 1 as a domestic. Specific work of the girls is summarized 
and enumerated as follows : 

Employees in manufacturing establishments 45 

Store employees 10 

Office employees 6 

Telephone operators 1 

Household employee 1 

Total 63 



42 INDUSTRIES AND SCHOOLS OP HAMMOND 



Employees: Manufacturing Establishments 

General factory work, printing and publishing 13 

Inserters (bindery) 5 

Inspectors (book) 4 

Sheet folders (bindery) 4 

General factory work (R. R. signal factory) 3 

General factory work (shirt factory) 2 

General factory work (mattress factory) 2 

Jogger for crusher (bindery) 2 

Copy holder 1 

Collar turner (shirt factory) 1 

General factory work (not specified) 3 

Ironer in laundry 1 

Sewing machine cutter off (bindery) 1 

Labeler 1 

Packer 1 

Collater (bindery) 1 

Total 4 5 

Store Employees 

Wrappers 3 

Clerks 3 

Sales girls — 10 cent stores 2 

Cash girls 2 

Total 10 

Office Employees 

Order fillers 3 

Filers 1 

Office girls 1 

Stock clerks 1 

Total 6 



Telephone Employees 

Telephone operators 3 

Household Employees 

Houseworkers 1 



WORK OF YOUNG PEOPLE 43 

PART 2. STUDY OF REPORTS MADE OUT BY WORKING BOYS 

AND GIRLS 

Through the co-operative efforts of the Superintendent of 
Schools and employers, practically all boys and girls at work 
during the month of January, under 17 years of age, filled out 
the form schedule reproduced in the appendix. No facts were 
obtained from young people out of work and not attending 
school, or from those engaged in various forms of domestic serv- 
ice in Hammond homes, or from those living in Hammond who 
worked out of the City. Subsequent studies should include these 
aspects of the problem. 

§ 1. Nativity, School History and Efforts to Continue Education. 

Number Employed. * Schedules were obtained from 69 boys 
and 90 girls under seventeen years of age employed during Janu- 
ary, and it is believed that this number includes practically all 
at work at that time. As previously stated, however, this was 
during a period of industrial depression, and normally perhaps 
one-third or one-half more young people would be employed, in 
which event, however, no new lines would be represented, but 
rather more workers in each of the various lines of employment. 

Nativity. Birthplaces of boys and their fathers and mothers 
are indicated in Table 13, from which it will be noted, that, while 
relatively few of the boys and girls were born in Hammond, the 
great majority were born in the United States. None of the 
fathers or mothers were born in Hammond, and relatively few 
in the United States, the great majority of parents being foreign 
born. Thus, most young workers in Hammond between fourteen 
and sixteen years of age, are native born Americans of direct 
foreign parentage. 



* After this section was prepared, eight more reports were re- 
ceived, but are not herein included. 



44 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 13 

Birthplaces of Boys and Girls and Their Parents 



BIRTHPLACE 


Boys 


Fathers Mothers 


Girls 


Fathers 


Mothers 




15 

13 

27 
13 

1 


5 

12 
45 

7 


9 

8 

45 

7 


23 
11 

47 
9 


*3 
11 
69 

7 




Indiana (other than Hammond).. . 
United States (other than Indiana) 


7 
11 
68 




4 






Total 


69 


69 


69 


90 


90 


90 







School Attendance. The facts of school attendance, indicat- 
ing whether boys and girls attended public or parochial school 
or both, in Hammond, other parts of the United States, or abroad, 
are indicated in Table 14. It is significant to note that about 
two-thirds of the boys and one-third of the girls attended school 
in Hammond, and that attendance was about evenly divided 
between the public and parochial schools. Of those educated in 
other parts of the United States, twice as many attended par- 
ochial as public schools. It is thus seen that most of the boys and 
girls now at work are unknown to the Hammond public schools. 

TABLE 14 

Schools Which Boys and Girls Attended 



PLACE ATTENDED SCHOOL 


Public Schools 
No. Attended 


Parochial 

Schools 

No. Attended 


Both 

Public and 

Parochial 

Schools 

No. Attended 




Boys 


Girls 


Boys 


Girls 


Boys 


Girls 




26 

6 
1 

1 


19 
13 


14 

12 

2 


20 

27 
2 


6 

1 


5 


United States (other than Ham- 


4 






Unknown . . 








Total 


34 


32 


28 


49 


7 


9 







WORK OP YOUNG PEOPLE 



45 



School Achievement of Public School Pupils. The grades 
completed by the boys and girls who have attended public schools 
are indicated in Table 15, from which it will be noted that the 
majority of the boys and girls lack one or two grades of having 
a complete eight grade elementary school education, and that 
all but seven boys and nine girls were retarded from one to five 
years. 

TABLE 15 

School Grade Completed and Extent of Retardation of Boys and Girls 





SCHOOL GRADE COMPLETED 




Third 


Fourth 


Fifth 


Sixth 


Seventh 


Eighth 


IstH.S. 


Total 




09 

O 

PQ 


60 

3 


m 

>> 

o 

m 


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b 


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>> 
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pq 


m 

b 


o 
ffl 


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b 


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pq 


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3 
o 


in 

o 

pq 


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>1 

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pq 


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o 


DQ 

o 
pq 


b 


Accelerated 1 year 


















1 
4 
4 
1 


2 
6 
1 


1 
4 
6 


2 
5 

5 
1 

1 


i 




1 
6 

11 
9 

4 

2 


2 

7 


Retarded 2 years. . 
Retarded 3 years. . 
Retarded 4 years. . 




1 




1 


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1 
1 


1 

5 
3 
1 


3 


11 
6 
3 
1 


Total 




l 




1 


l 


2 


10 


3 


10 


9 


11 


14 


l 




33 


30 









Age Upon Leaving School. The ages upon which boys and 
girls left school are indicated in Table 16. The astonishing fact 
here revealed is that the great majority of the boys and girls 
attended school one or two years beyond the compulsory age limit. 
Coupled with facts of school achievement recorded in the previous 
table, it is seen that while they attended school long enough to 
easily complete the full elementary school, the majority failed 
to do so. 



46 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 16 

Ages Upon Which Boys and Girls Left School 



AGE PERIODS 


Number Leaving of Each Age 


Boys 


Girls 


Total 








1 

2 
16 


1 
3 

26 


30 left school under usual 


13 yrs. to 13 yrs. 6 mos .... 
13 yrs. 6 mos. to 14 vrs 


1 

10 


compulsory education 
period. 


14 yrs. to 14 yrs. 6 mos .... 
14 yrs. 6 mos. to 15 yrs 


10 

18 

22 

3 

4 


28 
19 

10 

4 

7 


38 
37 
32 
7 
11 


125 left school from one 
to 2^2 years after the 


15 yrs. to 15 yrs. G mos .... 
15 vrs. 6 mos. to 16 yrs 


usual compulsory edu- 
cation period. 


16 yrs. to 16 yrs. 6 mos .... 




Total 


68 


87 


155 









Voluntary Efforts to Continue Education. To what extent 
do the boys and girls under 17 years of age, who are at work, 
voluntarily attempt to improve themselves? Do they attend 
night school, or pursue correspondence courses or draw books 
from the public library? In order to ascertain whether there 
was any relation between continuance of education in the ways 
suggested and the school attended before going to work, all facts 
obtained are presented in Table 17, under separate heads for 
those educated in Hammond or elsewhere, in either public or par- 
ochial schools or both. 

In general, it will be noted that an astonishingly small number 
of the 155 boys and girls attend night school or pursue corre- 
spondence courses or draw books from the library, and that taking 
advantage of these opportunities is practically limited to those 
educated in the Hammond public and parochial schools. This 
is doubtless true because those educated in Hammond are better 
acquainted with the opportunities provided. Considering the 
number of boys and girls under 17 years of age who have not 
been educated in Hammond, the question may well be raised as 
to whether the public library is doing all in its power to meet 
the needs of these young people. As night school classes are not 
particularly designed for those under 17 years of age, it is not 
surprising that relatively few of these ages attend this school, 
neither is it to be expected that youths under 17 years should 



WORK OF YOUNG PEOPLE 



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48 INDUSTRIES AND SCHOOLS OF HAMMOND 

attend night school in great numbers after having worked from 
eight to ten hours during the day. 

§ 2. Specific Work of Boys and Girls 

Work of Boys and Girls. The exact work of all boys and 
girls under 17 years of age employed in Hammond during the 
month of January is indicated in Tables 19, 20 and 21. 

Attention is called to the fact that since leaving school and 
starting to work, 

7 boys and 17 girls have held 3 jobs 
23 boys and 17 girls have held 2 Jobs 
39 boys and 55 girls have held 1 job 

In some larger cities it has been found that many boys and girls 
under 17 years of age have held as many as ten jobs. 

Glancing down the columns of these tables in the lines indicat- 
ing the length of time of holding the first, second and third jobs, 
it will be noted that the period varies from one week to thirty 
months. The extent of variation is about the same among those 
boys having held three jobs as those having held but two. The 
facts indicate little permanence in the work of the boys and girls 
of this age in the time of holding jobs. 

Do boys and girls in changing from one job to another choose 
work of the same type ? Glancing down the columns indicating 
the nature of the work of each job, there are indications of a 
slight tendency in this respect. Thus, of the 7 boys having held 
two jobs and who are now holding the third ; three worked each 
time in industrial work; one boy held two industrial jobs and 
one as messenger; one boy worked in three concerns as a mes- 
senger; and one in two places as a delivery boy and one in 
industry. Of the 17 girls having held three jobs ; two girls were 
employed in three household pursuits; two in three places as 
store clerks; and three in three industrial pursuits. With both 
the boys and girls having held two jobs, there is also noted a 
slight tendency to seek similar employment each time. In observ- 
ing these facts of similar employment, attention, however, should 
be called to the considerable number of boys and girls who have 
held two or three different types of jobs, and more particularly 
tc the stars in the tables which indicate, that, though the employ- 
ment is similarly classified, its nature may be different. This is 
particularly true of those whose second and third jobs have been 
in industrial establishments, where the great majority have 



WORK OF YOUNG PEOPLE 



49 



changed from one type of industrial work to another industrial 
pursuit of an entirely different nature, involving different mate- 
rials, skills and processes and different finished products. 

Classification of Work. Upon the hasis of the present occupa- 
tions of boys and girls in Hammond, work is classified as noted 
in Table 18. Attention is called to the marked preponderance of 
industrial workers. 



TABLE 18 

Classification of Work of Hammond Boys and Girls under 17 Years of Age 



KIND OF WORK 


Boys 


Girls 


Total 




Number 


Per cent. 


Number 


Per cent. 


Number 


Per cent. 


Industrial 

Clerical — -office 


42 
13 
2 
3 
5 
2 


62.8 54 
19.4 i 19 

3.0 |i 6 

4.4 i 


60.6 

21.1 

7.0 

«f i'.i 
l.i 

8.0 

l.i 


96 
32 
8 
3 
5 
2 
1 
1 
7 
1 


61.6 

20.6 


Clerk in store 


5.1 


Delivery boy 


1.9 


Messenger boy 


7.4 
3.0 


1 
1 

7 
1 


3.2 


Errand boy 


1.3 


Houseworker — domestic . 
Waitress 


.6 
.6 


Store wrapper 


4.5 


Cash girl 


.6 






Total 


67 


100.0 


89 


100.0 


156 


100.0 







The following tables contain detailed records of the school 
and working history of the boys and girls now at work in Ham- 
mond. From the facts of school history retardation may be 
computed. 



50 



INDUSTRIES AND SCHOOLS OP HAMMOND 



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54 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 21, PART 1 

Record of 39 Boys Under 17 Years of Age Who Have Held One Job 





School History 


Working History 


Boy 


Age Leav- 




Months 


Number 






No. 


ing .School 


Grade 


Since 


of Months 




Nature of First and 








( lompleted 


Leaving 


Worked 




Present Work 










School 


at this 








Yrs. 


Mos. 






Job 






1 


13 


11 


Paroch. 


19 


18 


c 


Office boy. 


2 


14 


4 


7th 


7 


8 


1 


Helper stock room. 


3 


15 


11 


7th 


7 


10 


1 


Inspection, bindery. 


4 


15 


1 


Paroch. 


19 


24 


1 


Proof press boy. 


5 


15 


10 


8th 


11 


4 


1 


Electrician's helper. 


6 






Paroch. 




24 


M 


Messenger. 


7 


i4 


'7 


7th 


8 


10 


C 


Office boy. 


8 


15 


4 


6th 


7 


8 


I 


Helper, bindery. 


9 


14 


8 


Paroch. 


4 


5 


I 


Helper on shears. 


10 


14 


5 


8th 


7 


6 


C 


Office work. 


11 


15 


11 


Paroch. 


7 


7 


c 


Office work. 


12 


15 


1 


IstH. S. 


19 


14 


s 


Salesman. 


13 


13 


11 


Paroch. 


7 


6 


I 


Instrument maker helper. 


14 


15 


2 


8th 


21 


10 


I 


Machine operator. 


15 


16 


4 


6th 


7 


8 


I 


Cigar maker helper. 


16 


14 


5 


7th 


4 


2 wks. 


I 


Packer, factory. 


17 


15 


2 


Paroch. 


7 


7 


I 


Packer, factory. 


18 


15 


1 


Paroch. 


7 


3 


I 


Packer, factory. 


19 


13 


7 


8th 


7 


3 


cs 


Clerk in store. 


20 


15 


6 


8th 


7 


2 


cs 


Genl. work, retail store. 


21 


14 


6 


6th 


14 


18 


c 


Order boy, grocery store. 


22 


15 


3 


8th 


7 


5 


I 


Bundling shirts. 


23 


14 


10 


Paroch. 


31 ' 


30 


c 


Office boy. 


24 


15 




Nth 


19 


5 


M 


Messenger. 


25 


16 


*8 


7th 


8 


8 




Floorman, car plant. 


26 


16 

13 


2 
11 




20 
31 


16 
24 




Tailor's helper. 


27 


6th 


Cutting caps R. R. signals. 


28 


13 


10 


Paroch. 


19 


20 




Case making, bindery. 


29 


15 


2 


Paroch. 


7 


8 




Helper, hard bindery. 


30 


15 





6th 


19 


20 




Covering machine, bindery. 


31 


14 


8 


6th 


7 


8 




Trimmers, bindery. 


32 


15 


'7 


7th 


7 


10 




Helper trimmers, bindery. 


33 


14 


11 


6th 


19 


20 




Helper trimmers, bindery. 


34 


14 


1 


Paroch. 


19 


20 




Piling books, bindery. 


35 


13 


8 


Paroch. 


8 


5 




Stock room, binder}'. 


36 


15 


3 


(ill! 


19 


20 




Trimmers helper, bindery. 


37 


15 


6 


Paroch. 


7 


7 




Trimmers helper, bindery. 


38 


14 


8 


8th 


16 






Rolling tubes, R. R. signals. 


39 


13 


2 


Paroch. 


19 


is 


D 


Delivery boy. 



TABLE 21, PART 2 

Record of 55 Girls Who Have Held One Job 







School History 






Working History 


Girl 


Age L 


saving 




Months 


No. 
Months 




No. 


School 


Grade 
Completed 


Since 
Leaving 

School 


Worked 

at this 

Job 


Nature of First and Present Work 




Yrs. 


Mos. 




1 


16 


2 


Paroch. 


7 


7 


C-File clerk. 


2 


14 


2 


6th 


19 


20 


I-Cutter off for sewers, bindery. 


3 


15 


9 


Paroch. 


13 


17 


C-File and bill clerk. 


4 


14 


1 


Paroch. 


19 


20 


I-Bindery inspector. 


5 


16 


4 


Paroch. 


7 


8 


I-Bindery inspector. 


6 


13 


11 


8th 


19 


3 


I-Copy holder. 


7 


15 





Paroch. 


7 


8 


I-Laborer. 


8 


14 


10 


7th 


21 


22 


I-Chemical Wcrk. 


9 


14 


2 


7th 


21 


22 


I-Cutter off for sewers, bindery. 


10 


14 


3 


7th 


20 


4 


I-Bindery stamping dept. 


11 


14 


1 


Paroch. 


9 


10 


C-Office clerk. 


12 


15 


7 


Paroch. 


7 


2 


I-Bindery, stitcher helper. 


13 


13 


9 


Paroch. 


9 


2 


I-Bindery, stitcher helper. 


14 


14 


1 


Paroch. 


7 


8 


I-Jogger, bindery. 


15 


14 


5 


3d 


9 


9 


I-Helper sewing mach. bind. 


16 


14 


1 


Paroch. 


25 


3 


I-Helper sewing mach. bind. 


17 






Paroch. 




30 


I-Button hole operator, shirts. 


18 


14 


11 


8th 


19 


19 


I-Labeler. 


19 


15 


10 


8th 


7 


5 


I-Chemical, work. 


20 


13 


7 


8th 


7 


2 wks. 


I-Chemical, tablet counter. 


21 


15 


3 


8th 


17 


17 


C-Clerk in office. 


22 


15 


2 


8th 


21 


2 


CS-Saleslady. 


23 


14 


7 


Paroch. 


7 


8 


I-Bindery inspector. 


24 


16 





Paroch. 


7 


4 


C-Card filer. 


25 


15 


5 


8th 


7 


8 


C-File clerk. 


26 


14 


3 


Paroch. 


19 


7 


I-Bindery stitcher helper. 


27 


14 


7 


Paroch. 


7 


8 


I-Bindery, piling books. 


28 


14 


8 


6th 


9 


9 


I-Covering machine helper. 


29 


14 


6 


6th 


7 


6 


I-Jogger, bindery. 


30 


14 


1 


7th 


12 


8 


I-Jogger, bindery. 


31 


14 


6 


Paroch. 


19 


6 


I-Jogger, bindery. 


32 


13 


5 


Paroch. 


31 


24 


I-Jogger, bindery. 


33 


15 


3 


Paroch. 


19 


20 


I-Cutter off for sewers. 


34 


14 


4 


Paroch. 


7 


8 


I-Cutter off for sewers. 


35 


13 


9 


Paroch. 


31 


30 


I-Collator, bindery. 


36 


14 





7th 


21 


17 


I-Cap stitcher R. R. signals. 


37 


14 


11 


6th 


16 


23 


I-Bonetting fuses R. R. signals. 


38 






6th 




1 


C-Stenographer. 


39 


14 


*5 


8th 


'7 


12 


I-Collar turning. 


40 


14 


8 


Paroch. 


16 


18 


I-Winding bobbins. 


41 


14 


4 


Paroch. 


10 


6 wks. 


I-Trimming shirts. 


42 


14 





Paroch. 


22 


19 


I-Collar trimming. 


43 


13 


5 


4th 


19 


12 


I-Collar trimming. 


44 


14 


2 


Paroch. 


7 


1 


I-Al tending. 


45 


14 


4 


Paroch. 


10 


6 


SW-Store wrapper. 


46 


14 


8 


Paroch. 


9 


8 


SW-Store wrapper. 


47 


14 


4 


Paroc h . 


9 


7 


CG-Cash Girl, store. 


48 


14 


6 


Paroch. 


21 


21 


( '-Stamp girl, store. 


49 


15 


6 


Paroch. 


19 


17 


SW-Store wrapper. 


50 


14 


1 


7th 


31 


19 


SW-Store wrapper. 


51 


13 


9 


Paroch. 


31 


6 


SW-Store wrapper. 


52 


16 


4 


Paroch. 


7 


9 


SW-Store wrapper. 


53 


14 


5 


Paroch. 


19 


15 


SW-Store wrapper. 


54 


16 


4 


711. 


7 


6 


('-File clerk. 


55 


14 


10 


8th 


19 


17 


I-Bonetting fuses, R. R. signals. 



CHAPTER IV 

PART TIME EDUCATION 

The facts recorded in the previous chapter were collected to 
indicate the general industrial situation in Hammond and to 
assist in determining the wage earning pursuits open to young 
people and also to establish a fact basis for the discussion of part 
time education as defined and provided for in the Indiana Voca- 
tional Education Law. 

§ 1. Summary of Facts of School and Working History 

There are several outstanding facts concerning the school and 
working histories of boys and girls between the ages of 14 and 16 
at work in Hammond during January, 1915. 

First. The Number at Work. There were 159 boys and girls 
reported at work. In all probability, if records had been obtained 
from those in domestic service as well as those temporarily out 
of work, this number would have been increased to 250. 

Second. More Girls Than Boys at Work. There were 90 
girls and but 69 boys at work. In this connection, mention should 
be made of the fact that there were more boys than girls enrolled 
in the upper grammar grades in the Hammond public schools. 
Also, the season of industrial depression affected to a greater 
degree, the lines in which boys are ordinarily employed. 

Third. Majority of Boys and Girls Unknown to the Ham- 
mond Public Schools. A scheme of part time education reaching 
all young people under 17 years of age would bring into the 
public schools a group of boys and girls entirely unknown to them 
previously, as 114 of the 159 now at work, have never attended 
the Hammond public schools. 

Fourth. Majority Are Native Born of Foreign Parentage. 
While very few of the boys and girls were born in Hammond, 
most of them were born in the United States, but the great 
majority of the parents were born abroad. 



PART TIME EDUCATION 57 

Fifth. They Have Attended School Past the Compulsory 
Education Period, But Have Been Retarded. The great majority 
of these boys and girls at work in Hammond have attended school 
from one to two and a half years longer than the compulsory 
education period, but those who attended public schools were 
considerably retarded, and in all probability, those educated in 
other schools were equally retarded. 

Sixth. Few Make Voluntary Efforts to Continue Their Edu- 
cation. Attempts to continue education and to embrace oppor- 
tunities for improvement are practically limited to those educated 
in Hammond, and, as previously noted, these comprise but few 
of those at work in the city. 

Seventh. Employment is Characterized as Joos. The ma- 
jority of the boys and girls are employed in jobs and pursuits, 
which in themselves, do not lead to vocations. 

Eighth. Laws of Chance Operate in Selecting, Retaining and 
Changing Employment. There seem to be no constant factors 
operating in selecting work, and there certainly are none in 
retaining work or shifting from job to job. 

Ninth. Majority Work in Industrial Pursuits. Between 60 
and 65 per cent, of the boys and girls were engaged in industrial 
pursuits. 

§ 2. Legal Provision for Part Time Education 

According to the Indiana Vocational Education law, a part 
time class "in an industrial, agricultural or domestic science, 
school or department, shall mean a vocational class for persons 
giving a part of their working time to profitable employment and 
receiving in the part time school or department, instruction com- 
plementary to the practical work carried on in such employ- 
ment. ' '* To insure attendance in such part time classes, the law 
provides that "In case the Board of Education or township 
trustee of any city, town or township have established approved 
vocational schools for the instruction of youths over fourteen 
years of age who are engaged in regular employment, in part-time 
classes, and have formally accepted the provisions of this section, 
such board of trustees are authorized to require all youths, be- 
tween the ages of fourteen and sixteen years who are regularly 
employed, to attend school not less than five hours per week, 
between the hours of 8 a. m. and 5 p. m. during school term, "f 

* Vocational Education Law, Section 1, Part 8. 
t Ibid — Section 11. 



58 INDUSTRIES AND SCHOOLS OF HAMMOND 

These provisions of the Indiana Law have occasioned wide 
discussion and debate. Some educators have taken the position 
that the majority of young people of the ages specified in the Act, 
were engaged in work of such a nature that related education 
is either unnecessary or impossible, or, that even though some 
boys and girls were employed in pursuits for which comple- 
mentary education could be provided, many might profit most 
by some form of vocational education other than that related to 
the day employment, as the present employment might have been 
selected by chance, or as a temporary expedient, and therefore 
does not represent the permanent interests or ambitions of the 
individuals. 

§ 3. The Limitations of the Present Law 

Complementary Part Time Education. Assuming that the 
Hammond Board of Education earnestly desired to initiate part 
time education as authorized by the Vocational Law, what part 
time education could be provided? The first difficulty is in the 
definition of the term "complementary." These questions arise: 
In what respects must it be complementary? Must it relate to 
health, hygiene, to guarding machines and avoiding accidents, or 
to honesty, morals or must it be limited to technique in manipu- 
lating work? The State Board has partly defined its position 
regarding the meaning of this term : ' ' That the training received 
is added to the technical knowledge or skill of the worker. That 
the data for school instruction must be taken directly from the 
practice of up to date industrial establishments. That at least 
one study in the course deals directly with the training for 
citizenship."* 

Pursuits of Hammond Young People for Which Complemen- 
tary Education Could and Could Not Be Provided. Upon the 
basis set forth in the Law and Vocational Bulletin No 4, it is 
thought that complementary part time education could be pro- 
vided as indicated in Tables 22 and 23. These conclusions are 
reached from a direct study of the schedules filled out by the 
young people, which contains more specific data concerning occu- 
pations tli an are recorded in the tables of the previous section. 
A study of the work of young people while visiting the factories, 
also assisted in determining whether or not complementary edu- 
cation was necessary or possible. 

* Bulletin No. 6, Vocational series No. 4, page 24, Department 
of Public Instruction, Indianapolis, Indiana. 



PxVRT TIME EDUCATION 



59 



TABLE 22 

Number of Boys for Whom Complementary Part Time Education Could 
and Could Not be Provided 



PURSUITS 



Industrial 

Clerical — office. 
Clerks in stores 
Delivery boys. . 
Messenger boys 
Errand boys . . . 

Total 



Number 
Employed 



42 
13 
2 
3 
5 
2 



Number for Whom Comple- 
mentary Education 



Could Be 
Provided 



19 
13* 

2" 



Could Not Be 
Provided 



23 



67 



34 



33 



Specific Boys' Pursuits. In order to indicate exactly the na- 
ture of the industrial work for which it is thought complementary 
education could and could not be provided according to the law, 
the specific industrial employment of all boys is indicated below : 

Specific Work of 19 Boys for Whom Complementary Education 
Could Be Provided 

Helpers' hard bindery 11 

Electricians' helpers 2 

Stock boys 2 

Beeker boys 1 

Tailors' helpers 1 

Proof press boys 1 

Instrument makers' helpers 1 

Total 19 



* According to the Law, there is doubt as to whether thesie 
phases of work could be classed as industrial when boys are engaged 
in them. Specific provisions, however, are made for girls' work of 
this nature. See Vocational Law, Section 1, Clause 2. 



60 



INDUSTRIES AND SCHOOLS OF HAMMOND 



Specific Work of 23 Boys for Whom Complementary Education 
Could Not Be Provided 

Nutter boys 3 

Factory packers 3 

Plug drawers, etc., R. R. signals 3 

Helpers, soft bindery 1 

Common laborers 1 

Bolt threader 1 

Helper, car plant 1 

Nailing machine operator 1 

Helper, smashing machine 1 

Helper, bindery inspection 1 

Helper, shearmen 1 

Machine operator 1 

Floorman 1 

Helper, cigar maker 1 

Shirt binder 1 

Piling books 1 

Covering machine helper 1 

Total 23 

Specific Boys' Classes Needed. In order to meet the needs 
of the 19 boys it would be necessary to establish 7 separate classes : 
printing, bookbinding, electrical construction, instrument mak- 
ing, tailoring, industrial chemistry and stock room work. Accord- 
ing to the law, men under 25 years of age could attend these 
classes and thus the enrollment in each might be somewhat greater 
than indicated. 



TABLE 23 

Number of Girls for Whom Complementary Part Time Education Could 
and Could Not Be Provided 



PURSUITS 


Number 
Employed 


Number for Whom Comple- 
mentary Education 




Could Be 
Provided 


Could Not Be 
Provided 


Industrial 

Clerical — office 

Clerk — store 


54 
19 
6 
1 
1 
7 
1 


3 

19 
6 
1 
1 

1 


51 


Houseworker . . 




Waitress 

Cash girl 


'l 


Totals 


89 


31 


58 







PART TIME EDUCATION 61 

Specific Girls' Pursuits. The specific industrial pursuits of 
the fifty-four girls for whom it is thought part time education on 
a complementary basis could and could not be provided are in- 
dicated as follows : 

Specific Work of Three Girls for Whom Complementary Education 
Could Be Provided 

Copy holder 1 

Chemical work 2 

Total 3 

Specific Work of Fifty-one Girls for Whom No Complementary Edu- 
cation Could Be Provided 

Helper, sewing machines, bindery 9 

Labellers 5 

Inspectors, bindery 5 

Joggers 4 

Cap bonneters and stitchers, R. R. signals 4 

Shirt trimmers 4 

Collar turners 4 

Stampers 3 

Stitchers, bindery 2 

Helpers, covering machine 1 

Shirt sewer 1 

Shirt folder 1 

Laborer 1 

Button hole operator 1 

Attender 1 

Tablet counter 1 

Book piler 1 

Covering machine helper 1 

Collator 1 

Bobbin Winder 1 

Total 51 

Specific Girls' Classes Needed. In order to meet the needs 
of the girls it is thus seen that five classes would have to be 
formed : copy holding, industrial chemistry, office clerical work, 
salesmanship and domestic work. 

What Types of Part Time Education are Needed in Ham- 
mond? The wisdom of the Indiana law in providing vocational 
part time education is demonstrated, in view of the number of 
years most children, who are now at work, have spent in school 
and their progress through the grades. Complementary voca- 
tional education as defined in the law, could be provided for 19 
of the 42 boys in industrial work and for all of the boys in office 
clerical and store work, provided* these fields fall within the 
Act. In the case of the girls, complementary education could be 



62 INDUSTRIES AND SCHOOLS OP HAMMOND 

provided for 3 of the 54 in industrial pursuits, for none of the 
store wrappers, and for all those in clerical, store, and domestic 
pursuits. If part time homemaking courses come within the 
provisions of the law, then, of course, all working girls would 
be reached. 

Attention has previously been called to the chance element 
in the selection of all jobs and in the length of time of holding 
them. If the boys and girls who are now at work had had the 
opportunities, before leaving school, of pursuing various types of 
pic- vocational courses, and then upon leaving school, if they had 
selected work in keeping with their interests, and if this initial 
work tends ultimately to a real vocation, then complementary 
part time education would definitely minister to their real needs 
and would assist them in achieving promotion and success. In 
the absence of well rounded pre-vocational courses, and the lim- 
ited number of jobs open to young people which lead to real 
vocations, and with the difficulty of finding such jobs immediately 
upon leaving school, it seems that the law as now phrased does not 
meet the needs of the majority of young workers in Hammond. 
The present provisions of the law, however, might help many 
young people to become better fitted for their present work, but 
even so, we are not assured, in the cases of these young people, 
of the fact that their present work is suited to their interests and 
capacities. 

Compulsory Law Needed. The present part time laAV is per- 
missive, in the respect that it permits a Board of Education to 
establish a part time vocational school for youths over 14 years of 
age who are engaged in regular employment. This section of the 
law is to be valued as a statement of principle, but in all proba- 
bility few Boards of Education will establish part time schools 
according to this Act. 

It seems to the writer, that what is needed, is a compulsory 
law which will affect all young workers, regardless of the type 
of the day employment, and which will provide courses in keep- 
ing with the interests, ambitions and capacities of such workers. 

Since the continued education of those who leave school to 
go to work is a matter of such vital importance to both the worker 
and the employer, it is very essential that careful studies be made 
of the true needs of the young people under 17 years of age, in 
order to determine what modifications should be made in the law. 



CHAPTER V 

THE CHILDREN ENROLLED IN THE HAMMOND 

SCHOOLS 



PART 1. 



GENERAL FACTS OF ENROLLMENT AND CLASSIFI- 
CATION 



School Enrollment. There were 3,743 pupils enrolled in the 
public schools of Hammond upon the opening of the fall term 
of 1914. Of this number, 1,929 were boys and 1,914 girls. There 
are eight parochial schools in Hammond in which there were 
enrolled in January, 1915, 2,328 pupils; 1,098 boys and 1,230 
girls. The entire public and parochial school population is there- 
fore about 6,071 pupils, of which 55 per cent, are enrolled in 
public and 45 per cent, in parochial schools. The distribution 
of this entire enrollment is indicated in Table 24. 

TABLE 24 

Enrollment of Boys and Girls in Public and Parochial Schools 



School and Grades 


Total 


Boys 


Girls 


Elementary Grades 


3,419 

2,328 


1,775 
154 

1,098 


1,644 

170 


High School 


Parochial Schools 


1,230 




Total 


6,071 


3,027 


3,044 





Parochial School Pupils. The number of boys and girls of 
each age enrolled in the parochial schools is indicated in Table 25. 



63 



64 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 25 

Ages of Boys and Girls Enrolled in Parochial Schools 





AGE IN YEARS 


Number of Each Age 




Boys 


Girls 


5 


22 

116 

136 

148 

143 

132 

121 

126 

83 

55 

16 


19 


6 . 


113 


7 


146 


8 


147 


9 


146 


10 . 


169 


11 


143 


12 . 


126 


13 .. 


88 


14... 


63 


15 


43 


16 


14 


17 


8 


18 . . 


5 






Total 


1,098 


1,230 







Ages of Public School Pupils. The number of boys and girls 
of each age enrolled in the Hammond schools, irrespective of 
school grade, is indicated in Table 26. 

TABLE 26 

Age Distribution of Public School Pupils 





AGE IN YEARS 


Number of Each Age 




Boys 


Girls 


3 and 4 


46 

141 

183 

232 

189 

197 

183 

158 

140 

142 

157 

71 

62 

13 

9 

6 


70 


5 


114 


6 


184 


7 


192 


8 


173 


9 .. 


177 


10 


170 


11 


175 


12 .. 


157 


13 


140 


14 


106 


15 


73 


16 


46 


17 


17 


18... 


14 


Over 18 


6 






Total 


1,929 


1,814 







THE CHILDREN IN THE HAMMOND SCHOOLS 



65 



Elimination of Public School Pupils. There should be about 
the same number of pupils in the seventh and eighth grades as 
in the third and fourth but for the following reasons : a normal 
increase in birth rate which increases the number of young 
children, the older ones being eliminated by death ; the removal 
from school for various reasons of the upper grammar grade 
pupils; transference to and from other systems; interchange 
between public and parochial schools and business colleges ; and 
absence on account of sickness and abnormality. 

It will be noted from Table 26 that the number of boys is 
fairly constant till the age of 11 is reached, at which age there 
is a considerable reduction. From 11 to 14, the enrollment re- 
mains practically constant, but at the age of 15 there is a drop 
of one half, this being the age at which pupils may qualify for 
working permits. The number of 15 and 16 year old boys is 
about the same, but at the age of 17 years there is a reduction of 
about two-thirds, probably accounted for by boys going to work. 
For the girls, the same facts hold true, with the exception that 
reduction in numbers to a marked degree does not begin till the 
thirteenth year is reached. 

Assuming that the number representing the largest single 
age group is a fair base figure of the number entering (thus 197 
boys, and 177 girls) the number per 100 of each age remaining 
in school is approximately as indicated in Table 27 and pictured 
in Chart 5. 

CHART 5 

Approximate Number of Each Age and Sex Remaining; in School 













E 


10 


YE 
























G 


rIF 


tL 


5 










1 

1 
I 


100 
90 

8o 
70 
60 
SO 
40 
30 
ao 

o 


























i 

l 
I 


So 

So 
TO 

eo 
so 

40 
3o 

So 




































































































































































































































































































































































































































— 










3 IO II l£ 13 A* IS IS 17 13 /g" 








s 10 ii is 13 14 is i6 17 la °",y 




mal.es o/=- each age 




FEMALES OF" EACH AGE 



66 



INDUSTRIES AND SCHOOLS OF HAMMOND 



An accurate measure of elimination is only possible by study- 
ing individual attendance records of all pupils in public and 
parochial schools taking into consideration all the various factors 
bearing upon attendance. 



TABLE 27 

Approximate Number of Each 100 Pupils of Each Age Remaining in School 





AGE IN YEARS 


Number Remaining 




Boys 


Girls 


9 


100 

93 

80 

71 

72 

79 

36 

31 

6 

4 

3 


100 


10 . . 


95 


11 . 


98 


12... 


89 


13 


78 


14... 


GO 


15 


41 


16... 


26 


17 


9 


18. . 


8 


Over IS. . 


3 







Enrollment of Pupils by Grades. There should be about the 
same number of boys and girls in elementary grades as in the 
High School, barring late entrance to school, transferences to 
and from other systems and schools, retardation, elimination, etc. 
It will be noted, however, from Table 28, with respect to both 
boys and girls, that there are considerably fewer pupils in the 
seventh grade than in the previous grades ; likewise considerably 
f< wer in the eighth than in the seventh; fewer in the first year 
High School than in the eighth, and so on, till there is a mere 
fragment in the last High School year. Thus, boys and girls in 
considerable numbers drop out of the Hammond schools between 
the sixth and seventh grades, relatively few between the eighth 
grade and first year High School, and one half between second 
and third High School years. 



THE CHILDREN IN THE HAMMOND SCHOOLS 



67 



TABLE 28 

Enrollment by Grades of Public School Boys and Girls 



SCHOOL GRADE 



Kindergarten 

First grade 

Second grade 

Third grade 

Fourth grade 

Fifth grade 

Sixth grade 

Seventh grade 

Eighth grade 

First High School. . . 
Second High School 
Third High School.. 
Fourth High School 

Totals 



Number in Eacli Grade 



Boys 


Girls 


207 


215 


340 


293 


229 


210 


235 


191 


202 


181 


179 


177 


184 


179 


118 


122 


81 


76 


69 


77 


43 


49 


21 


18 


21 


26 



1,929 



1,814 



Extent of Overagencss. Assuming- that normally, those in the 
first grade are between six and seven years of age ; in the second 
grade between seven and eight years ; and so on until the eighth 
grade is reached, in which pupils are between 13 and 14 years; 
normal age pupils are considered those of the age and grade as 
indicated; overage pupils as those over these ages; and under 
age pupils as those under these ages, for the respective grades. 
The number of under age, normal and over age pupils in each 
grade, exclusive of those. enrolled in the kindergarten, is indicated 
in Table 29. 



68 



INDUSTRIES AND SCHOOLS OP HAMMOND 



TABLE 29 
Boys and Girls Under Age, Normal Age and Over Age, in Each Grade 



SCHOOL GRADE 


Under Age 


Normal Age 


Over Age 




Boys 


Girls 


Boys 


Girls 


Boys 


Girls 


First grade 


13 

3 

7 
3 
7 
9 
4 
3 
2 
3 
2 
8 


1 
4 
7 
3 
6 
6 

12 
7 

11 
3 
1 
9 


274 

178 

163 

129 

100 

89 

66 

65 

58 

33 

14 

11 


242 

164 

142 

127 

110 

120 

85 

56 

66 

39 

10 

13 


53 

48 

65 

70 

72 

86 

48 

13 

9 

7 

5 

2 


50 


Second grade 


42 


Third grade 


42 


Fourth grade 


51 


Fifth grade 


61 


Sixth grade 


53 


Seventh grade 


25 


Eighth grade 


13 


First High School 

Second High School 

Third High School 

Fourth High School 


10 

7 
7 
4 


Totals 


64 


70 


1,180 


1,174 


478 


365 







The number of pupils in each grade who are one, two, three, 
four and over years over age is indicated in Table 30. 



TABLE 30 

Number of Pupils 1, 2, 3, or 4 Years Over Age in Each Grade 



SCHOOL GRADE 



Years Over Age — Boys 



■1 ( >y,T 1 



Years Over Age — Girls 



4 Over 4 



First grade 

Second grade 

Third grade 

Fourth grade 

Fifth grade 

Sixth grade 

Seventh grade 

Eighth grade 

First High School. . 
Second High School 
Third High School. 
Fourth High School 

Total 



34 

35 

43 

41 

34 

45 

36 

11 

9 

6 

2 



6 
15 

19 
18 

;;i 
n 



25 
27 
22 
35 
30 
35 

in 

12 
6 
6 
5 
4 



12 
10 
12 
12 

^ 

i:; 
7 
1 
4 
1 
2 



298 



116 



:,n 



223 



90 



:;i 



in 



THE CHILDREN IN THE HAMMOND SCHOOLS 69 



PART 2. FACTS CONCERNING 13 AND 14 YEAR OLD BOYS 

AND GIRLS 

Significance of the Age Periods. The significance of a study 
of the 13 and 14 year old boys and girls in a school system has 
been clearly indicated by Dr. Leonard A. Ayres.* Noting the 
grade enrollment of 13 and 14 year olds, indicates the extent of 
school education which many of these children are apt to receive 
before leaving the system. The data concerning birthplaces of 
these children and their parents are valuable as a partial index 
to the probable stability of residence, as it might safely be 
assumed, if the present is an index of the future, that if children 
and parents were born in Hammond and persist in living there, 
that it might be wise to adopt vocational courses to the specific 
needs of Hammond industries, even though these industries were 
peculiar to that locality. The occupations of fathers is signifi- 
cant, first as an index of the work of the community, and second, 
as a basis for general prophecy concerning future vocations of 
children. 

School Enrollment of 13 and 14 Year Old Pupils. There are 
thirteen year old boys and girls in all of the grades from the 
second in the elementary schools to the first -year High School 
inclusive. The record of grade enrollment of these pupils by 
schools, however, shows that the wide distribution throughout 
all the grades is not characteristic of the system as a whole, but 
is largely limited to two schools having a large percentage of 
children unaccustomed to the English language and school room 
procedure. Of 142 thirteen year old boys, 74 are from one to 
four years behind their grades; and, of the 140 thirteen year 
old girls, 57 are from one to five years behind their grades. Four- 
teen year old boys and girls are enrolled in all grades from the 
first of the elementary school to the third of the High School 
inclusive, but, as in the case of the thirteen year olds, the over- 
ageness is particularly characteristic of two schools. Of the 157 
fourteen year old boys, 90 are from one to seven years behind 
their grades ; and, of the 106 fourteen year old girls, 44 are from 
one to seven years behind their grades. The facts of grade en- 
rollment are contained in Table 31. 



* The Public Schools of Springfield, 111., Page 123, Russell Sage 
Foundation, New York, N. Y 



70 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 31 

Grade Enrollment of 13 and 14 Year Old Boys and Girls 



Number of 
13 Years Old 


GRADE ENROLLMENT 


Number of 
14 Years Old 


Boys 


Girls 


Boys 


Girls 




"i 

2 

3 

16 

35 

44 
29 
10 


First grade 


1 

"i 

'is 

34 
36 

37 

27 
3 


1 




Second grade 


1 


2 


Third grade 


2 


9 


Fourth grade 


1 


18 


Fifth grade 


10 


45 


Sixth grade 


13 


38 


Seventh grade 


1G 


28 


Eighth grade 


27 


2 


. . First High School 


31 




Second High School 

Third High School 


3 

1 


142 


140 


Total 


157 


106 









As, in the main, the average boys and girls are the ones first 
eliminated, it is significant to note that in all probability about 
one-half of the 13 year and 14 year old boys and girls will leave 
the schools before completing the fifth grade. The wisdom of 
starting girls' classes in cooking and sewing early in the grades 
is thus demonstrated. The fact that the boys and girls thus 
eliminated, enter, in the main, various industrial pursuits, as 
indicated from the study of the work of those under 17 years 
of age, points very directly to the need of completely revising all 
industrial courses, in order that children may have at least a 
preliminary introduction to industry : the materials used, manu- 
facturing processes, wages, hours of labor, opportunity for pro- 
motion and hazards. 

Birthplaces of Pupils and Their Parents. The data relative 
to birthplaces show that over 90 per cent, of the 13 and 14 
year old boys and 86 per cent, of the girls were born in the 
United States. From the standpoint of vocational education it 
is obvious that the schools are facing the problem of educating 
children who are native born, that is, born somewhere in the 
United States. Of all the boys, 34 per cent, were born in Ham- 
mond : 20 per cent, in the State of Indiana (but not in Ham- 
mond) ; and 36.7 per cent, elsewhere in the United States. Of 
all the girls, 27 per cent, were born in Hammond; 16 per cent. 



THE CHILDREN IN THE HAMMOND SCHOOLS 



71 



in the State of Indiana (but not in Hammond) ; and 42 per cent, 
elsewhere in the United States. Of the fathers of boys, 56 per 
cent., and of the girls, 60 per cent, were born in the United 
States ; and of the mothers of boys, 55 per cent., and of the girls, 
63 per cent, were born in the United States. It is thus seen, that 
while the great majority of the children are native born, the 
fathers and mothers of about one-third are foreign born. The 
facts of nativity are shown in Table 32. 



TABLE 32 

Birthplaces of Boys and Girls and Their Parents 



BIRTHPLACES 


Boys 


Fathers 


Mothers 




Number 


Per cent. 


Number 


Per cent. 


Number 


Per cent. 


Hammond 


73 

43 

78 
19 


34.3 
20.1 

36.7 

8.9 


3 

38 

78 
94 


1.4 

17.8 

36.7 
44.1 


52 

65 
96 




State of Indiana (Not 

Hammond) 


24.5 


Other States in United 
States . . 


30.5 


Foreign Country 


45.0 


Total 


213 


100.0 


213 


100.0 


213 


100.0 














BIRTHPLACES 


Girls 


Fathers 


Mothers 




Number 


Per cent. 


Number 


Per cent. 


Number 


Per cent. 


Hammond 


53 
32 

81 

27 


27.4 

16.6 

42.0 
14.0 


44 

70 
79 


22.9 

36.2 
40.9 


4 

41 

74 
74 


2.1 


State of Indiana (Not 
Hammond) 


21.1 


Other States in United 
States 


38.4 


Foreign Country 


38.4 


Total 


193 


100.0 


193 


100.0 


193 


100.0 







Nativity of Foreign Born Children and Parents. Of the 46 
foreign born 13 and 14 year olds, 14 were from Austria Hun- 
gary; 10, Kussia; 8, Germany; and the remainder from 8 other 
countries. Of the 343 foreign born fathers and mothers, 150 
were from Germany; 56, Austria; 41, Russia; 23, Sweden; 21, 
Canada; and the remainder from 14 other countries. These 
facts are indicated in Table 33. 



72 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 33 

Birthplaces of Foreign Born 13 and 14 Year Old Children and Foreign Born 
Parents of 13 and 14 Year Old Children 



BIRTHPLACES 


Boys and Girls 


Fathers and Mothers 




Number 


Per cent. 


Number 


Per cent. 


Germany 


s 

14 
10 

2 
2 
1 

3 

3 

1 
1 
1 


17.39 
30.45 

21.74 
4.35 
4.35 
2.17 

6.52 

6.52 

2.17 
2.17 
2.17 


150 

56 

41 

23 

21 

11 

7 

6 

5 

4 

4 

3 

2 

2 

2 

2 

2 

1 

1 


43.73 


Austria-Hungary. . , 


16.33 


Russia. . . 


11.96 


Sweden. . 


6.70 


Canada. . . 


6.14 


England. . 


3.22 


Ireland 

Russian Poland . . 


2.04 
1.74 


Norway. . 


1.45 


Switzerland 


1.17 


Servia 


1.17 


Scotland 

Denmark 


.87 
.58 


Italy 

Greece . . 


.58 
.58 
.58 
.58 
.29 


Holland 


.29 


Total 


46 


100.00 


343 


100.00 



Occupations of Fathers. The data relative to occupations of 
fathers of 13 and 14 year olds, are a reliable index to the general 
importance, from the standpoint of number employed, of the 
various types of community pursuits. The occupational classifi- 
cation here adopted is that used in the Reports of the 1910 United 
States Census. Manufacturing and mechanical pursuits include 
all jmases of transforming materials ; trade pursuits, all phases of 
buying and selling, work of agents, salesmen, etc. ; transportation 
includes street car and railroad employees, chauffeurs, etc. ; public 
service, the work of policemen, watchmen, etc. ; professional serv- 
ice, doctors, lawyers, teachers, etc. ; clerical work, stenographers, 
typists, etc.; agricultural pursuits, various phases of farming; 
and personal and domestic service, hotel and restaurant keepers, 
barbers, porters, cooks, servants, etc. It is significant to note 
that 61 per cent, of the Hammond fathers were engaged in manu- 
facturing and mechanical pursuits ; the next largest group in 
trades ; the next, transportation ; and a relatively small percent- 



THE CHILDREN IN THE HAMMOND SCHOOLS 



73 



age distributed among the five remaining groups of occupations. 
The exact occupational distributions are indicated in Table 34. 

TABLE 34 

Occupations of Fathers of 13 and 14 Year Old Hammond Boys and Girls 



OCCUPATIONS 



Manufacturing and Mechanical . 

Trade 

Transportation 

Public Service 

Professional Service 

Clerical 

Agricultural 

Domestic and Personal Service 

Total all Occupations 

Deceased 

Not Working 



Each Occupation 


Number 


Per cent. 


229 


60.58 


57 


15.08 


50 


13.23 


14 


3.70 


10 


2.64 


8 


2.13 


7 


1.85 


3 


.79 


378 


100.00 


17 




11 





Comparing the work of fathers of Hammond children with 
fathers of children in Richmond, Va., and Springfield, 111., we 
note a much higher percentage are engaged in industrial pursuits 
in Hammond than the other two cities. These occupational dis- 
tributions are indicated in Table 35. 

TABLE 35 

Occupations of Fathers of 13 Year Old Boys of Springfield, Illinois, and 
Fathers of 13 and 14 Year Old Children of Richmond, Virginia* 



OCCUPATIONS 


Richmond, Va. 


Springfield, III. 




Number 


Percentage 


Number 


Percentage 


Manufacturing and Mechanical 

Trade 


720 
358 
205 

78 
64 
85 

'59 
24 


45.19 

22 . 47 

12.86 

4.89 

4.00 

5.33 

3.70 
1.56 


251 
93 
77 
17 
25 
31 
29 
29 

103 


38.32 
14.20 




11.75 


Public Service 


2.59 




3.82 


Clerical . 


4.73 




4.43 


Domestic and Personal Service 

Mining 


4.42 
15.72 






Total all Occupations. . 


1593 


100.00 


655 


100.00 







•White fathers. 
6 



INDUSTRIES AND SCHOOLS OF HAMMOND 



Dr. Ayres found the average percentage of fathers, of 13 year 
olds engaged in industrial pursuits in 78 American cities, to be 
51.6 per cent. The percentage of fathers so engaged in Ham- 
mond is thus about 10 per cent, higher than the average of the 
78 cities studied. 

Specific Industrial Pursuits of Fathers. The specific occupa- 
tions of those listed under manufacturing and mechanical pur- 
suits are indicated in Table 36. 

TABLE 36 

Specific Manufacturing and Mechanical Pursuits of Fathers 



Occupations 



Not Specified 

Mgr. Owners and Supt. and 

Foremen 

Carpenters 

Laborers 

Machinists 

Engineers 

Painters 

Inspectors 

Electricians 

Blacksmiths 

Plumbers 

Pumpers 

Hod Carriers 

Plasterers 

Printers 

Paper Hangers 

Stationary Firemen 

Cigar Makers 

Decorators 

Bookmakers 

Cappers 

Craters and Packers .... 
Car Builders and Re- 
pairers 

Gatemen and Watchmen 



Number 
Employed 



35 

30 

24 

24 

16 

10 

G 

5 

5 

5 

3 

3 

2 

2 

2 

2 

2 

2 

2 

2 

9 



Occupations 



Boiler Maker 

Woodcutter 

House Mover 

Steamfitter 

Brander 

Telephone Man 

Stereotyper 

Bridge Builder 

Elevator Man 

Cement Finisher 

Electrotyper 

Pressman 

Oiler 

Bricklayer 

Sign Painter 

Plate Heater 

Switchman 

Brickmaker 

Fires in Still 

Miller 

Drill Press Operator . 
Marker in Steel Mills 

Cement Mixer 

Cooper 

Shipping Clerk 

Tinner 

Meat Cutter 



Number 
Employed 



Need for Industrial Courses. The need in the elementary 
school for general industrial instruction of a board nature, deal- 
ing with the fundamental aspects of the primal industries, is 
generally recognized and felt in the average American city. In 
view of the facts, however, the need for such courses in Ham- 
mond is much more imperative than in the average city; first, 
because of the relatively short school life of the children; 
second, because of the local importance of industrial pursuits ; 
and third, because the greater per cent, of the children leaving 
school at an early age, enter industrial pursuits. 



CHAPTER VI 

PRESENT PROVISIONS FOR INDUSTRIAL, HOUSEHOLD 

AND ART INSTRUCTION IN THE ELEMENTARY, 

HIGH AND EVENING SCHOOLS 

Assuming that vocational courses for the Hammond children 
must be articulated and related to the school system as a unit, it 
is essential to determine the scope, purpose, content and provi- 
sions in terms of equipment, teachers and supervisors for draw- 
ing, industrial and household art and other related courses now 
being taught. As such a large number of boys and girls in 
Hammond leave school and go to work even before the com- 
pletion- of the elementary period, it is especially important to 
note the provision made for general industrial courses in the 
lower grades, and for pre-vocational courses in the upper grades 
of the elementary schools. 

The data upon which the following summaries and analyses 
of the present courses are based were derived from conferences 
with the Superintendent of Schools, supervisors, teachers, a 
careful study of course outlines and several days spent in class 
visitation. No attempt was made to definitely measure the 
quality of class room instruction. 

Courses. The courses, grades in which they are taught, time 
allotment, etc., are outlined in Chart 6. With respect to all 
courses herein outlined, it must be clearly understood that the 
organization and content is not fixed, and that the Superinten- 
dent and principals do not require close adherence to outlines 
and uniformity of procedure in general method. Quite the 
opposite is true, as provisions are made for changes in method, 
organization and time schedules to meet the needs of particular 
districts and schools. For instance, while cooking and sewing 
are scheduled to start in the sixth grade, in the Wallace, River- 
side and Lincoln schools, this work has been taught in the 
fifth, and with certain classes as low as the fourth grade and 
with certain pupils in the third grade. The outlines for all 
courses are mimeographed instead of printed, thus making 
possible frequent changes. 



76 



INDUSTRIES AND SCHOOLS OP HAMMOND 



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PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



77 















4-45 minute 
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pupils, no 
class grading. 


90 minutes 
w r eekly. All 
schools. Spe- 
cial teacher. 


2-80 minutes 
weekly. All 
schools. Spe- 
cial teacher. 


2-80 minute 

periods 

weekly. 

Special 
teacher. 

Elective: 
Open to girls 
of any high 
school class. 

2 classes, 30 
pupils, no 
class grading. 


90 minutes 
weekly. All 
schools. Spe- 
cial teacher. 


2-80 minutes 
weekly. All 
schools. Spe- 
cial teacher. 


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periods 

weekly. 

Special 
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of any high 
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pupils, no 
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weekly. All 
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periods 

weekly. 

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of any high 
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weekly. All 
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periods. All 

schools. Spe- 
cial teacher. 


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weekly. 

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Elective: 
Open to boys 
of any high 
school class 

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78 



INDUSTRIES AND SCHOOLS OP HAMMOND 



The elasticity of the system is indicated by the fact that 
during the school visits, no two classes of the same grade in 
different schools were observed doing the same type of work. 
Such elasticity is certainly commendable and will make possible 
necessary changes with a minimum of readjustment. At pres- 
ent, with the exception of the Franklin School, all eighth grades 
in the city are located in the Central School, which is also occu- 
pied by the High School. 

Administration of Courses. The various courses are taught 
and supervised as indicated in Table 37. 



TABLE 37 

Teaching and Administration of Courses 



Subject 


Grades in Which Taught 


Teacher 


Supervisor 


Elementary In- 








dustrial Work. . . 


1st, 2d, 3d 


Class Teachers . 


Primary supervi- 
sor. 


Elementary In- 








dustrial Work. . . 


4th, 5th 


Class Teachers. 


Art Supervisor. 


Drawing 


1st, 2d, 3d . . 


Class Teachers . 


Primary Supervi- 
sor. 








Drawing 


4th, 5th, 6th, 7th, 








8th 


Class Teachers . 


Art Supervisor. 


Drawing 


High School 

5th 


Art Supervisor. 
Class Teachers. 


Art Supervisor. 
Shop Teacher. 


Knife Work 








(1 man) 


Shop Wood-work . . 


5th, 6th, 7th, 8th 


Spec. Teachers. 


* 




(High School) 


(3 men) 




Mechanical Draw- 








ing 


7th 


Wood-shop 

Teachers 








* 






(3 men) 




Mechanical Draw- 


8th, High School. 


Spec. Teacher. . 


* 


ing 




(1 man) 




Sewing 


5th, 6th, 7th 


Spec. Teachers. 
(3 women) 

Also teach cook- 
ing. 


* 


Sewing 


8th & High School 


Spec. Teacher. . 
(1 woman) 


* 






Cooking 


5th, 6th, 7th 


Spec. Teachers. 

(3 women) 
Also teach sew- 


* 


Cooking 


8th & High School 


ing. 
Spec. Teacher. . 


* 






(1 woman) 





*No Supervision save as principals exercise this function, work being planned in conferences 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 79 



PART 1. ELEMENTARY COURSES 

Drawing, Grades 1 to 8. In the first seven grades drawing is 
taught by the class room teachers, being supervised and 
directed in the first three grades by the Primary Supervisor, 
and in the other grades by the drawing supervisor. A depart- 
mental teacher has charge of all the eighth grade classes, and 
her work is directed by the drawing supervisor. Sixty minutes 
per week are allotted to drawing in all of the first seven grades, 
and eighty minutes in the eighth. 

The work in drawing in the first three grades is very closely 
related to other units of subject matter. The following brief 
extract from a section of the course of study prepared by the 
primary supervisor indicates this organic unity in the course. 

First Grade, Types of Homes and activities centering about them. 
1. Modern home: 

a. Members of family and their duties in, or for the home, 
showing interdependence. Illustrate with blackboard drawing, 
crayons and paper cutting. 

b. The home as worked out in making of the playhouse: ar- 
rangements of rooms, lighting, ventilating, etc. 

Decoration of the house: make wall paper by tinting plain color 
or make striping by using ruler, or make simple-all-over pattern. 
Make border of simple unit. (See outline for arithmetic and special 
monthly outlines for art.) 

Paint exterior of house. Discuss color as to beauty and to dura- 
bility. 

Furnishing: measure rooms to determine size of rugs needed. 
Use rugs made by third grade for living room. Weave mats, first 
of paper, then of raffia or rags using card-board looms. (See 
"Arithmetic" outline.) Design linoleum on squared paper. Make 
curtains of thin cloth or lace. Hem with running stitch. 

Make necessary dishes of clay (free work) after having had 
directed lesson in making balls and bowls. 

Cut people to live in house from plain paper or from pictures. 

Some of the fathers or older brothers work in grocery stores, 
canning factories or other establishments relating to food distribu- 
tion or preserving. The question "Where does the food come from?" 
leads to the study of the farm as the general source of supply of 
fruit, vegetables and grain. The more detailed work of harvesting 
and milling is left for the second grade as the children can use the 
corn and wheat grown in their own gardens and so complete the 
cycle. 

The first grade study therefore will be concerned with the work 
about the house; the gathering and storing of fruit and vegetables 
and the care of animals. 

Make farm scene in sand table, folding house and barn from 
paper, and make clay animals and people. Mold fruit and vegetables 
with clay. If possible make butter, cheese and cranberry sauce. Use 
at Thanksgiving time. 



80 INDUSTRIES AND SCHOOLS OF HAMMOND 

It will be noted, that the drawing units are really an organic 
part of the experiences of the children. The same spirit and 
purpose is embodied in the course for the second and third grades. 

In the grades fourth to eighth, illustrative drawing of na- 
ture subjects from life and memory, color studies and design 
are appropriately introduced. Construction problems involving 
paper and cardboard in box making, simple bookbinding, etc., 
are also provided in each of the grades. Illustrative drawing is 
related to language and history work, and these subjects fur- 
nish the themes. Provision is also made for picture study. The 
following outline prepared by the drawing supervisor for the 
fourth grade for December is typical of the course in drawing 
in the upper grades. 

Lettering 

Lettering of names and addresses as suggested in the "General 
Notes." Use capital letters only. 

Design and Handwork 

1. Single section book to contain an original story. The in- 
side leaves may be made from writing paper, the cover from drawing 
or rag paper, with appropriate decoration; conventionalized units 
derived from holly, evergreen trees, etc., adapted to problems. 

2. Christmas greetings and mottoes. All the letters to be 
single line. The first letter of the word may be drawn one-third 
higher than the remaining letters. Simple decoration. 

3. Christmas post cards. On *4 " checked paper 3}4"x5%" 
cut designs. Color with crayons the plain side of the cuttings. 
Mount on post cards. Use holly wreath, basket, bell and mistletoe 
in designs. 

4. Other Suggestions: Toys and seals, blotter tops, etc. 

Illustrative Drawing 

Stories of the season, language and history work. 
Picture study. 

The construction work in bookbinding and folder making in 
the seventh and eighth grades has art significance and might be 
organized so as to have industrial significance. Aside from the 
relation existing between the art and construction work as car- 
ried on in the class rooms by the class teacher under the art 
supervisor, there is no relation between the work in drawing and 
design and shop work for boys, and the sewing work for girls. 
This constitutes a deficiency from the standpoint of drawing, 
shop work, and sewing. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 81 



Industrial Work, Grades 1 to 5. The courses in industrial 
work in the first five grades are taught by the regular grade 
teachers, with the exception of those schools where fifth grade 
boys pursue shop work and fifth grade girls sewing and cook- 
ing. This work is planned and supervised in the first three 
grades by the primary supervisor and in the fourth and fifth 
grades by the art supervisor. The time allotment is sixty 
minutes per week, but in the first three grades, owing to the 
close correlation of the industrial work with other subjects, 
the time scheduled is not absolutely followed in a period defi- 
nitely set apart for this work. 

The course in the first grade includes projects in paper: 
booklets, envelopes, valentines, and playhouse furniture ; proj- 
ects in clay: fruits, vegetables, animals, and bowls; projects 
in yarn ; rugs, etc. ; and in addition, other materials and projects 
related to special days and those growing out of furnishing the 
playhouse. Provision is also made for outdoor gardening in 
the spring months. 

In the second grade, paper is used in making booklets, 
envelopes, yalentines, houses, barns, wagons, wind mills, etc.; 
clay, in making fruits, vegetables, animals, bowls, tiles, etc. ; 
cotton roving, for bag weaving; Germantown yarn, in weaving 
doll caps and muffs and raffia in weaving hammocks. Textile 
study is continued with experiments involving washing, card- 
ing, spinning and dyeing wool and in pulling cotton from seeds 
and twisting fibres. Mitten strings are also made by spool 
weaving. Outdoor gardening is included. 

The industrial work in the third grade involves the use of 
paper in making booklets, cards and envelopes ; clay, in making 
tiles and bowls ; yarn and cotton roving, in making rugs, etc. ; 
and grasses, twigs and leaves in weaving baskets and mats. 
These last projects involve gathering the materials and dyeing 
and preparing them for use. Provision is made for outdoor 
gardening. 

The work of the fourth grade involves the use of yarns and 
hand looms in weaving rugs and paper, and cardboard in simple 
binding problems, such as clipping cases and book covers. 

The fifth grade work is largely limited to the use of paper 
and cardboard in simple binding, such as clipping cases and 
magazine covers. 



82 INDUSTRIES AND SCHOOLS OF HAMMOND 

There is a close correlation between the industrial work and 
other subjects, the first three grades in particular ; for example, 
when the modern home is discussed in the history course, the 
playhouse is constructed and furnished in the industrial course. 
This particular unit is also closely related to the work in art 
and arithmetic. These relationships are so close and organic 
that the distinctions between the courses are difficult to deter- 
mine. Again, when the work of the primitive shepherd is being 
presented under the topic of primitive life, the children are en- 
gaged in washing, carding and twisting yarn. Later in the 
course, where modern industries and local history are discussed, 
handwork is adapted to these ends. 

In practically every unit of the industrial work in these 
grades, there is a close correlation with history, geography, 
literature, drawing and arithmetic. Needless to say, this corre- 
lation reduces waste, vitalizes and strengthens every phase of 
school room activity and is to be commended. 

Knife Work in Wood, Grade 5. Knife work in wood is carried 
on in some of the fifth grades. It is limited to boys and is taught 
by the class teacher, a total of 90 minutes weekly being given to 
the subject. The work is outlined to the grade teachers by one 
of the shop teachers, who in turn present the plans to the 
children. The equipment for this work includes knives, try- 
squares, sand paper, tack hammers, pliers and stains. Soft wood 
is used and projects include plant labels, calendar mounts, match 
scratchers, chairs, tables, and sleds, none of which are large or 
strong enough for actual use. All of the period is devoted to 
manipulative work, there being no related design or study of 
materials. 

The value of this work is to be seriously questioned ; first, be- 
cause it is in no respect typical of any phase of industry, save 
toymaking, and thus cannot assist in developing industrial in- 
telligence ; second, it is entirely barren of any form of content, 
such as study of materials, manufacturing processes, hours of 
labor, wages, etc. ; and third, the product is of little practical 
value even to the children. 

Shop Work in Wood, Grades 6, 7 and 8. The shop work in 
wood begins in the sixth grade but in some schools the fifth 
grades are included. In the sixth grade, one full morning weekly 
or 180 minutes, is given to this work, and in the seventh, a full 
morning or afternoon is evenly divided between wood shop work 
and mechanical drawing, thus allowing 90 minutes weekly to 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 83 

each. In the eighth grade, the equivalent of a full half day, 
morning or afternoon, is given to shop work. This work is 
carried on in five shop centers and taught by three men teachers, 
school trained, with no trade or commercial shop experience. 
The five shop centers, La Fayette, Irving, Franklin, Jefferson 
and Central, are equipped with wood working benches, bench and 
general tools, in addition to which there are a power combination 
wood working machine and two speed lathes in the La Fayette 
school, two power lathes in the Irving School and a power plat- 
form saw in the Central School. 

The wood working courses are of the traditional order and 
consist of exercises and simple projects, involving measuring, 
planing, sawing, nailing, gluing and joining. In the sixth 
grade these projects and exercises have been constructed : squar- 
ing a board, boring, making coat hanger, spool holder, counting 
board, scouring board, coat and trouser hanger, broom holder, 
and knife and fork box. The seventh grade projects include 
towel rollers, pen and ink stand, sleeve board, book rack, foot 
stool, picture frame, tabouret with cross lap joint and small 
magazine rack. Among the eighth grade projects are the camp 
stool, magazine stand, pedestal, umbrella stand and medicine 
cabinet. Joining and finishing are appropriately introduced in 
the proper grades by these projects. 

In the La Fayette School, where two speed lathes are included 
in the equipment, the larger seventh grade boys use them on vari- 
ous woodturning exercises, such as cylinders, beaded forms, chisel 
handles, rolling pins, etc. In this school, larger boys are per- 
mitted to operate the band saw unit of the power wood worker, 
and the other machines are used by the instructor in preparing 
stock for pupils' work. 

The same woodworking course is followed in the eighth grade, 
and in this grade some of the mechanical drawing is related to 
the shop work. In none of the grades is there any relation be- 
tween the shop work and any phase of design. In none of the 
grades in which shop work is taught is there any study of mate- 
rials, manufacturing processes, modern industries or industrial 
life of any sort. The shop work observed was of a high order 
from the standpoint of excellence of product and interest of 
pupils, but was of exactly the same scope and character as found 
in most cities and towns in the United States. A better adapta- 
tion to the needs of Hammond is obviously required. 



84 INDUSTRIES AND SCHOOLS OP HAMMOND 

The statement of the purpose of this work, however, as ex- 
pressed in the introduction of the mimeographed course of study, 
is modern in conception : 

"The purpose of the work for the boys in the seventh 
and eighth grades is to give them a knowledge of industrial 
practices and processes, and a knowledge of as many in- 
dustries as possible. The child who must leave school at 
fourteen should here learn the kind of work in which he 
may hope to succeed, and the demands which this work will 
make upon him. The child who might leave school at four- 
teen because of lack of interest in school work may learn 
that the work which he craves is not what he imagines it to 
be, and that to succeed he must become better prepared for 
that work. This course is not opening the door and pushing 
the child into the industry but it enables the child to make a 
more intelligent choice of occupation when he opens the 
door for himself." 

In order to realize this purpose, however, materials other than 
wood must be used, projects must be typical of modern industry, 
related industrial and social content must be introduced, pro- 
vision must be made for shop and factory visits and shop teachers 
must have industrial experiences wider than can possibly be 
attained through school manual training courses. 

Mechanical Drawing, Grades 7 and 8. Mechanical drawing 
is introduced in the seventh grade, is limited to boys, and taught 
by the shop teachers in the shop, except in the Central School 
where the mechanical drawing room is used, the instructor being 
the High School mechanical drawing teacher. In the eighth 
grade 90 minutes per week is given to the work, which is ap- 
proached from a purely academic, systematic method and in- 
volves ruling lines : horizontal, vertical and diagonal ; simple 
projections and lettering and plan drawing. There is little 
relation between this work and the shop problems. In the eighth 
grades, two -90 minute periods are devoted to mechanical drawing. 
In these grades some geometric and lettering exercises are intro- 
duced and much of the work is related to actual problems of 
making working drawings and estimating bills of stock for such 
projects as card holders, broom holders, bookracks, door details 
and library tables. Drawing to a scale other than one-half is 
here introduced. Units of building construction, such as cornices, 
etc., are drawn, the final problem being a floor plan and eleva- 
tions of a cottage. The work observed in the eighth grade was 
of an especially high order, as plans were well thought out and 
splendidly executed from the standpoint of lines and lettering. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 85 



Further extension of the relation between the mechanical draw- 
ing and shop work would prove beneficial. 

Cooking, Grades 5 to 8. In the fifth, sixth and seventh grades, 
one full morning or afternoon is divided between cooking and 
sewing, and in the eighth grade, two 90 minute periods weekly 
are given to cooking, and this work is required of all girls. This 
work is carried on in cooking laboratories in seven centers: 
Wallace, Lincoln, Riverside, Irving, Franklin, Washington and 
Central and is taught by special teachers, who, with the exception 
of the eighth grade and High School cooking teachers, also teach 
sewing. All cooking laboratories are located in the basements and 
some are equipped better than others. 

Quoting from the outline of Domestic Science now in use : 

"In the fifth and sixth grades the work is largely cook- 
ing, with little attention to the science of the work, but 
with considerable correlation with geography and nature 
study. In the seventh and especially in the eighth grades, 
considerable time should be devoted to the science underly- 
ing the preparation of food. Experiments should be made 
to show the chemical action of cooking foods." 

In the fifth grade the care and use of the stove is considered 
and projects involve boiling and baking potatoes, canning fruit, 
preparing vegetables, cereals, doughs and batters, beverages, 
soups, meats, milk and eggs, and dried fruits. 

The sixth grade outline includes consideration of personal 
appearance, hygiene, care of aprons and towels, etc., and the 
preparation of starch foods, cereals, soups, meats, milk and cheese, 
eggs and special summer dishes. Weights and scales are studied 
in some seventh grades and more difficult dishes are prepared. 

The work in the eighth grade involves the study and applica- 
tion of principles of chemistry to food preparation, the study of 
the sanitation of the home, personal hygiene, as well as many 
projects involving actual food preparation. 

The work in Domestic Science as outlined and carried out is 
considered of a high order, well adapted to the community ; first, 
because as stated in the opening paragraph under the course of 
study, it is introduced and taught in the early elementary grades 
in those districts of the city where young girls are actually 
engaged in caring for homes ; second, a study and preparation of 
all the fundamental foods is introduced in the fifth grades and 
this is especially important in Hammond as many girls are 
eliminated in the sixth grade ; and third, all problems are very 



86 INDUSTRIES AND SCHOOLS OF HAMMOND 

practical, and are well adapted to the needs of the average home. 

In some sections of the city, domestic science teachers and 
pupils frequently prepare lunches for the poor children of the 
district, and domestic science teachers often meet with Mothers' 
Clubs and the "Women's Department Clubs for the purpose of 
helping them with practical problems in home making. This ex- 
tension of the work of the department is to be highly commended. 

Sewing, Grades 6 to 8. The work in sewing, while ordinarily 
starting in the sixth grade, is begun in some schools in the fifth 
grade. In the seventh grade, one full morning is evenly divided 
between sewing and cooking, while in the eighth grade, two 90 
minute periods weekly are devoted to this work. Instruction in 
sewing is conducted by the cooking teachers in the cooking rooms 
with the exception of the Irving and Central Schools in which 
there are sewing rooms, and the Central School where the work 
is taught by the High School sewing teacher in the sewing room. 
Lack of adequate facilities, such as rooms, tables and lockers, con- 
stitute a serious drawback to this work. 

The course of study involves the dressing of dolls and articles 
of clothing for children as well as decorative and art craft proj- 
ects. Textile study, cost estimating, etc., is included in the 
course. There is but little relation between the work in sewing 
and design. 

PART 2. HIGH SCHOOL COURSES 

Shop Woodwork — Boys. The shop courses in wood are open, 
upon election, to boys of any High School class. Two 80 minute 
periods, the equivalent of one full half day, is devoted to this 
work, which is taught by a special teacher. The room is equipped 
with woodworking benches, bench and general tools and there is 
a power platform saw in an adjoining room of the basement. 
Lack of adequate room, light, tools and equipment greatly handi- 
caps this work. There are at present four woodworking classes 
with a total enrollment of about 19 boys. Boys electing wood- 
working may also elect mechanical drawing, but are not com- 
pelled to do so. Each class is open to boys of any High School 
year, and may thus contain freshmen, juniors, sophomores and 
seniors, making the problem of instruction very difficult. 

The course of study is of the traditional order. Advanced 
boys are allowed to elect projects. As indicated above, while the 
work itself is commendable, a better adaptation to the needs of 
Hammond is obviously required 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 87 

Mechanical Drawing. The work in mechanical drawing in 
the High School is elective, being open to all boys in any of the 
four High School years. Two 80 minute periods weekly are 
devoted to the work. It is taught in the mechanical drawing 
room by the mechanical drawing teacher who gives all his time 
to this work. The work is handicapped, first, by lack of adequate 
floor space and light ; and second, because any class may contain 
freshmen, juniors or seniors. The first semester's work includes 
exercises involving the use of the instruments, geometric con- 
struction, free hand lettering, projection, working drawings, 
tracings, etc. In the second semester advanced projection occu- 
pies the greater part of the time. Subsequent work is related to 
machine design or architectural draughting, in keeping with the 
pupils' interests. All of the work observed was of a very high 
order of excellence, and especially commendable in view of the 
serious handicap of lack of equipment and grading of pupils. The 
earlier introduction of real problems would strengthen the course. 

Printing. "Work in printing was introduced about the middle 
of January, 1915. A first class equipment, including platen 
presses, over cutter, type, cases, etc., has been installed. The 
Superintendent is to be specially commended in selecting a thor- 
oughly trained printer, and teacher, for this work. The printing 
course is open to all High School boys, regardless of grade, and 
five eighty-minute periods per week are devoted to the work. 
This department offers great promise for future development. 

Drawing and Design. Drawing in the High School is taught 
in the studio room by the drawing supervisor. The work is elec- 
tive, and is open to both boys and girls of any High School year. 
Two forty-minute periods weekly are allotted to this work. There 
are at present three High School classes with a total enrollment 
of about twenty-five pupils. Lack of adequate room, light and 
exhibit space and equipment seriously handicap this work in the 
High School. Lack of graduation of pupils in classes, also, occa- 
sions many difficulties from the standpoint of instruction. The 
course includes color study, design as applied to costumes, post- 
ers, advertising, etc. Girls electing sewing and boys electing 
wood shop work may also elect drawing, but are not required to 
do so. There is no relation between the drawing and the wood 
shop and printing courses, and but little relation between draw- 
ing and sewing. With the introduction of printing, the need for 



INDI STklKS VXD SCHOOLS OF 1 1 V VI MOND 



design, as applied to this craft, is obvious and really vitally neces- 
sary. 

Cooking. Cooking is elective in the High School, being open 
to all girls in any of the High School grades; 160 minutes per 
week is allotted to this subject. At present there are two classes 
enrolling about thirty pupils. The course comprises the study 
of simple chemical principles as related to food and the prepara- 
tion of foods. As each class is open to girls from any High School 
class the lack of proper grading is a serious handicap. The ab- 
sence of provision for a course in food chemistry constitutes a 
serious drawback. 

Sewing. Sewing work is elective in the High School, being 
open to any girls of any High School class, and 160 minutes per 
week is allotted to this work, which is taught by a special sewing 
teacher. While there is a sewing room, it is inadequate, and lack 
of floor space, light, tables, cupboards, etc., seriously hinders the 
work. The beginning course includes making simple garments, 
such as dresses, shirt waists and also textile studies. The more 
advanced course includes garment making, with attention to cos- 
tume design, cost estimating and textile study. While {here is 
some correlation between the High School work in sewing and 
design, an extension of this relation would prove beneficial. 

Household Physics. A one-year elective course in Household 
Physics is open to Junior and Senior High School girls. This 
work is taught by the Physics teacher in the physics room, and 
four forty-minute periods weekly are allotted to this subject. 
About sixteen girls have elected the course. The course includes 
the practical study of heating and ventilating and plumbing 
systems, gas and electric meters, motors, electric irons and sewing 
and washing machines. This work is of great practical value and 
it is regretted that so few girls can receive the benefit of this 
instruction. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 89 

PART 3. EVENING SCHOOL COURSES 

Courses and Enrollment. The courses given in the evening 
school of Hammond may be grouped under four departmental 
heads; general, including English, arithmetic and spelling ; house- 
hold arts, including sewing, cooking and millinery; commercial, 
including penmanship, business English, commercial arithme- 
tic, bookkeeping, typewriting and stenography; and indus- 
trial, including woodworking, shop mathematics, mechanical 
drawing and electrical engineering. In November there were en- 
rolled in all of these courses 803 students, the average attendance 
being 528 for that month, and in January the enrollment was 
784 and the average attendance 483. Enrollment by depart- 
ments is indicated in Table 38.* 

The first outstanding fact is the large number of students en- 
rolled in the evening school, and the second is the persistence in 
enrollment and attendance. This indicates, in a general way, that 
the school as organized is actually meeting real needs, for, as 
attendance is optional, students would soon drop out if the work 
did not prove profitable. 

Term and Time Schedules. The night school is in session from 
7 -.30 to 9 :30 Monday, Tuesday, Wednesday and Thursday eve- 
nings for the seven months following the first Monday in October, 
exclusive of the Christmas vacation and occasional holidays. The 
term is divided into two semesters. Each class meets for one 
hour "(sixty minutes) two evenings per week. A student may, 
therefore, elect one course, involving attendance from either 7 :30 
to 8 :30 or 8 :30 to 9 :30 two nights per week, or two courses, three 
courses or even four courses, in the latter case requiring attend- 
ance for two hours four nights per week. 

* There are certain omissions from this table. The sum of the 
number of day wage earners, those not employed for wages, those 
attending day public schools, and those attending day parochial 
schools should equal the total enrollment. In no case, however, 
do these sums agree as the original data were incomplete. In like 
manner and for the same reason, the sums of those listed in the 
various age groups do not always comprise the total enrollment. 

Facts concerning enrollment would have been more useful and 
accurate if the number of students attending each course for from 
one to five days, six to ten days, eleven to twenty days, etc., had 
been recorded rather than the average attendance. 



90 



INDUSTRIES AND SCHOOLS OF HAMMOND 



TABLE 38 

Enrollment, Attendance, Day Employment and Ages of Males and Females 
Pursuing Evening School Courses 





Enrollment 


Average Attendance 


Courses 


November 


January 


November 


January 




1 Fe- 
Male male 


Total 


Male 


Fe- 
male 


Total 


Male 


Fe- 
male 


Total 


Male 


Fe- 
male 


Total 


Household Arts 


144 

156 
138 


42 
214 
108 

1 


186 
214 
264 
139 


161 

160 

147 


37 
154 
125 


198 

154 
285 
147 


95 

"95 

107 


29 

111 

90 

1 


124 
111 

185 
108 


90 

"93 
90 


21 

89 
101 


111 

89 

194 

90 


Total 


438 


365 


803 


468 


316 


784 


297 


231 528 


273 


211 


484 




Day Wage Workers 


Not Employed for Wages* 


General 

Household Arts 

Commercial 

Industrial 


102 

106 

85 


21 

88 

48 

1 


113 

88 

154 

86 


94 

115 
50 


15 
49 

78 


109 
49 

193 
50 


24 

"i7 

21 


15 
97 
36 


39 
97 

53 
21 


34 

"24 
21 


13 
76 
36 


47 
76 
60 
21 


Total 


293 


158 


441 


259 


142 


401 


62 


148 


210 


79 


125 


204 




Attending Day Public School 


Attending Day Parochial School 


Commercial 

Industrial 


8 

13 
19 


"7 
7 

1 


8 

7 

20 

20 


11 

"l3 
26 


2 

7 

10 


13 

7 

23 
26 


3 

"9 

9 


6 
20 

8 


9 
20 
17 

9 


12 

"l2 
16 


6 
14 

7 


18 
14 
19 
16 


Total 


40 


15 


55 


50 


19 


69 


21 


34 


55 


40 


27 


67 




Between 10 and 16 Years of Age 


Between 17 and 20 Years of Age 


General 

Household Arts .... 

Commercial 

Industrial 


33 

43 
29 


24 
33 
44 


57 
33 

87 
29 


37 

"45 
39 


24 

28 
50 


61 
28 
95 
39 


26 

"53 
46 


6 
69 
37 

1 


32 
69 
90 
47 


34 

"60 

IS 


6 

58 
47 


40 

58 

107 

18 


Total 


105 


101 


206 


121 


102 


223 


125 


113 


23S 


112 


111 


223 




Over 21 Years of Age 


Living near Steel Car Plant 


General 

Household Arts 


84 

- 50 

74 


11 
90 

27 


95 
90 

77 
74 


66 

' ' 59 
28 


6 
53 

28 


72 
53 

87 
28 


25 


2 


27 


15 


2 

2 

15 


17 

?, 


Commercial 

Industrial 


20 
14 


10 


30 
14 


32 
25 


47 
25 


Total 


208 


128 


336 


153 


87 


240 


59 


12 


71 


72 


19 


91 



'Includes those out of employment. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 91 

Who Attends Night School? In November there were 438 
males enrolled in the evening school, being classified according 
to their day employment as follows : 

295 or 67.35% were employed as wage earners. 
62*or 14.15% were not employed at all. 
30 or 6.84% were enrolled in the Hammond Public Day 

Schools. 
21 or 4.79% were enrolled in the Hammond Parochial Day 

Schools. 
30 or 6.84% — employment not known. 

The age groups of the 438 men in the night school in Novem- 
ber were as follows : 

105 or 23.97% were under 16 years of age. 

125 or 28.54% were from 17 to 20 years of age. 

208 or 47.49% were over 21 years of age. 

In November, 365 females were enrolled in the night schools 
and their day employment was as follows : 

158 or 43.28% were wage earners. 

149 or 40.82% were not employed as wage earners. 

15 or 4.10% were enrolled in the Hammond Day schools. 

34 or 9.31% were enrolled in the Hammond Parochial schools. 

9 or 2.46% employment not known. 

The age groups of females enrolled in November are as fol- 
lows : 

101 or 27.67% were under 16 years of age. 

113 or 30.95% were between 17 and 20 years of age. 

128 or 35.06% were over 21 years of age. 

23 or 6.30% were of unknown age. 

Facts of Enrollment. As the men and women attending night 
school are enrolled in courses widely different in character, com- 
parisons of the total school enrollment and attendance averages 
showing dropping off from November to January are of little 
significance, as different causes and factors are involved and 
operate within the course and groups of courses. The facts of 
dropping out by sex, age and day employment, are, therefore, 
presented under the sections describing the groups of courses. 

♦This includes men out of work. 



92 



INDUSTRIES AND SCHOOLS OF HAMMOND 



1— GENERAL COURSES 

AtU ndanct end Enrollment. The summarized facts of enroll- 
ment, attendance, day employment, age and sex of students 
enrolled in each of the general courses are contained in Table 39. 



TABLE 39 

Enrollment, Attendance, Day Employment ami Ages of Males and Females 
Pursuing General Night School Courses 







Enrollment 




Average Attendance 


Courses and Subjects 


November 


January 


November 


January 




Male 


Fe- 
male 


Total 


Male 


Fe- 
male 


rdtal 


Male 


r<- 


Total 


Male 


Fe- 
male 


Total 


Englishforforeigners 

Arithmetic 

Spelling 


7ii 
44 
30 


11 
3 

28 


81 
47 
58 


86 
37 

38 


6 

2 

29 


92 
39 

(17 


51 
19 
25 


7 
22 


58 

111 

47 


56 
15 
19 


5 

2 

14 


61 
17 

33 


Total 


144 


42 


186 


161 


37 


198j 


95 


29 


124 


90 


21 


111 




Wage Workers 


Not Working* 


Englishforforeigners 
Arithmetic 


60 
26 
16 


11 

2 
8 


71 
28 
24 


57 
18 
19 


3 

12 


til) 
is 
31 


10 

13 

1 


1 

2 
12 


11 
15 
13 


19 

10 

5 


2 
2 
9 


21 
12 


Spelling 


14 






Total 


102 


21 


1?,3 


94 


15 


109 


24 


15 


39 


34 


13 


47 












Attending Day Public Schools 


Attending Day Parochial Schools 


Englishforforeigners 






























3 

8 


"2 


3 

1(1 








6.... 
6 6 


6 


Spelling. . 


8 




8 


3 


6 


9 


12 






Total 


8 




8 


11 


2 


13 


3 


6 


9 


12 6 


18 








Bet\ 


vtH'ii 1(1 and 1G Years ol 


Age Beta 


veen 17 and 20 Years of Age 


Englishforforeigners 
Arithmetic 


o 
16 

15 


"3 

21 


2 
19 
36 


3 
16 

18 


"3 
21 


3 

1!. 

39 


15 
10 

1 


4 
"2 


19 17 2 

10 11... 
3 6 3 


19 
11 


Spelling. . 


9 






Total 


33 


24 


57 


37 


24 


61 


26 


6 32 34 5 


39 










r .'1 Years of Age 


living Near Standard Car Plant 


Englishforloreigners 
Aril hmetic 


53 
19 
12 


7 
1 
3 


i-.ii 
20 
15 


42 
10 
14 


1 
"5 


43 

10 
■ 9 


13 

8 
4 


"2 


13 6.... 6 
8 4.... 4 


Spelling 


6 5 2 7 






Total 


84 


11 


95 


6fi 


6 


72 


- 


2 


27 15 2 17 

















•Includes those out of work. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



93 



Gain and Loss in Enrollment November to January 



COURSES 


Males 


Females 




Gain Loss 


Gain 


Loss 


English 


16 

's 

17 


'l 


5 

1 
5 




Arithmetic 


1 


Spelling 


All courses — net gain and loss 





The Percentage of Average Attendance of Enrolled 
Males and Females 



COURSES 



English . . . 
Arithmetic 
Spelling. . . 
All courses 



November 



Males 



73 
44 
83 

6G 



Females 



64 

79 
66 



January 



Males 



65 
40 
50 
56 



Females 



82 

100 

50 

57 



The number enrolled in these courses and the average at- 
tendance for October, November, December and January are 
indicated in Chart 7. 

English for Fort igners. Considering the number of foreign- 
ers residing in Hammond, it is significant to note the provision 
for teaching English in the night school and the number, sex and 
age of pupils enrolled in the classes. It will be noted from Table 
39 that the demand for English Avas greater than for arithmetic 
or spelling ; that the majority of English students were men ; that 
the number enrolled increased materially from November to 
January ; and that the average attendance of the men was rela- 
tively high, but of the women much lower. Also, that of both 
men and women; practically all were employed by day as wage 
earners ; and that over 65 per cent, of the students were adults 
over 21 years of age. Only thi rteen men and six women from the 
vicinity of the Standard Steel Car Planl were enrolled in the 
English classes. 



94 



INDUSTRIES AND SCHOOLS OP HAMMOND 



CHART 7— GENERAL 

Enrollment and Attendance in General Night School Courses 

FEMALE5 



MALE5 

OCT NOV DEC J* 


at o 














szo 






























































14 o 








^-^""' 


""~~--^ 














































~"~--^ 


■-'" 



































































OCT NOV DEC. J, 


B40 














e?o 






















Poo 
















,po 
































































"" 








8° 














eo 






























io 






















In two of the classes designed especially for foreigners, the 
great majority of the men and women enrolled were laborers, but 
in the two other English classes, there were thirty-six skilled me- 
chanics, one clerk, two drivers, two musicians, two waiters and 
two housemaids. 

The English courses included spelling, reading, sentence 
building and writing. 

Arithmetic. About one-half as many students were enrolled 
in the arithmetic as in the English classes, and of the forty-seven 
enrolled in November, only three were women. The enrollment 
for January was less than in November, and in neither Novem- 
ber nor January, was the average attendance over 50 per cent, of 
the enrollment. Of the males enrolled in November all were 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 95 

wage earners. In January, three attending day public schools 
and six day parochial schools, entered the class and many adults 
dropped out. 

In the arithmetic classes the majority of both males and 
females were under 21 years of age, this being in marked con- 
trast with the ages of those attending English classes. It is sig- 
nificant to note that the sixteen males and three females between 
10 and 16 years of age enrolled in November, were also attending 
in January; that there was an increase from ten to eleven of 
young men between 17 and 20 years of age ; but, of the nineteen 
men and one woman over 21 years, enrolled in November, but ten 
men and no women were in attendance in January. But eight 
men living near the Standard Steel Car plant were enrolled in 
November and four dropped out before January. 

The students enrolled in these classes were employed as fol- 
lows : Seven clerks, five laborers, fourteen mechanics and one 
telephone operator. For the mechanics, the course in arithmetic 
included a thorough drill in common and decimal fractions, and 
for the commercial students a study of aliquot parts, etc. As 
there was such a variation in preparation and capacity of the 
students enrolled, the teaching was largely individual. 

Spelling. In November the enrollment in the spelling classes 
was about equally divided between males and females, but in 
January, more males entered the class. The average attendance 
for November was relatively high, but for January, was less than 
50 per cent, of the enrollment. Only sixteen of the males were 
wage earners; eight attended public school and three parochial 
schools. One-half of the males, and two-thirds of the females, en- 
rolled in November, were under 16 years of age. But four men 
and two women living near the Standard Steel Car plant were 
in these classes. The majority of those in the spelling classes 
were employed by day in some clerical pursuit. 



§ 2. Household Arts Courses 

Attendance and Enrollment. The summarized facts of en- 
rollment, attendance, day employment, age and sex of students 
enrolled in each of the household arts courses are contained in 
Table 40. 



96 



INDUSTRIES AND SCHOOLS OP HAMMOND 



TABLE 40 
Enrollment, Attendance, Day Employment and Ages of Males and Females 



Pursuing Evening Courses in Household Arts 










Enrollment 


Average Attendance 


Courses and Subjects 


November 


January 


November 


January 




Male 


Fe- 
male 


Total 

56 
67 
43 

48 


Malt 


Fe- 
male 

38 


Total 


Male 


Fe- 
male 

38 
33 
30 


Total 

38 
23 
^n 


Male 


Fe- 
male Total 


Sewing 




56 
67 
43 

48 




24 

30 
17 
18 


24 


Cooking 




54 54 

122 22 
40 40 


30 

17 


Millinery 




in in 


18 










Total 




"1 1 214 




154 154 


.... Ill 111 




89 


89 












Day Wage Workers 


Not Employed for Wages 






31 31 
23 23 

27 27 
7 7 




12 
15 

15 

7 


12 
15 

15 

7 




21 
39 
10 
27 


21 
39 
10 
27 




7 
35 

6 
28 


7 






35 

6 


Millinery 




*>8 








Total ? 




88 


88 




49 


49 




97 


97 




76 


76 










Attending Day Public School 


Attending Day Parochial School 


Sewing 




4 

1 
1 
1 


4 

1 
1 
1 




4 
1 
1 

1 


1 

1 
1 
1 




6 

4 
5 
5 


6 

4 
5 
5 




6 
3 


6 






3 








5 


5 








Total 




7 


7 




7 


7 




20 


20 




14 


14 










Between 10 and 16 Years of Age 


Between 17 and 20 Years of Age 






11 

7 
G 
9 


11 

7 
6 
9 




10 
6 


10 




22 

24 

20 

3 


22 

24 

20 

3 




20 

21 

9 

8 


?n 






21 

q 


Millinery 






10 


10 




s 








Total 




33 


33 




26 


26 




69 


69 




58 


58 










Over 21 Years of Age 


Living near Standard SteelPlant 






21 21 

38 38 

lsl 18 
13 13 




8 
27 
13 
15 


8 
27 
13 
15 






















' 






























2 


2 
















Total 




90 ftfl 




63 


63 










2 


2 





















PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



97 



It will be noted that the total enrollment in these courses 
dropped from 214 in November to 154 in January, and also that 
in November about two-thirds of all women enrolled in the night 
school were taking courses in household arts. 

The gain and loss in enrollment of women in each household 
arts course from November to January, and the percentage of 
average attendance of enrollment are as follows : 



Gain and Loss in Enrollment, November and January 



COURSES 


Males 


Females 




Gain 


Loss 


Gain 


Loss 


Sewing 








18 


Advanced sewing 


13 


Cooking 


21 


Millinery 


8 


All courses net gain and loss 


60 


Percentage Average Attendance of Enrolled Students 
November and January 


COURSES 


November 


January 




Males 


Females 


Males 


Females 


Sewing 




68 
50 
70 
20 
52 




62 


Advanced sewing 


55 


Cooking 


77 


Millinery 


45 


All courses 


57 







The number enrolled in these courses and the average attend- 
ance for October, November, December and January are indicated 
in Chart 8. 



98 



INDUSTRIES AND SCHOOLS OF HAMMOND 



CHART 8 

Enrollment and Attendance in Household Arts Courses 



FEMALE5 



OETC JAN 




Sewing. Of the fifty-six women enrolled in the sewing 
classes, thirty-one were day wage earners, twenty-one were not 
employed for wages, four were attending day public schools and 
six day parochial schools. There were but eleven girls under 16 
years of age in these classes, and twenty-two between 17 and 20 
years, and twenty-one over 21 years of age. There was a marked 
drop in enrollment between November and January, and the ma- 
jority of those dropping out were over 21 years of age. The 
average attendance was fairly high for both November and Janu- 
ary. No women living near the Standard Steel Car plant were 
enrolled in sewing classes. Ten of the women enrolled were 
housewives or women remaining at home, six were house workers, 
one a telephone operator, nine were store or office clerks and four- 
teen were industrial workers. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 99 

The course included elementary sewing and the making of 
underwear, kimonos, Christmas novelties, etc. The specific needs 
of individual students determined the work pursued. 

Advanced Sewing. Sixty-seven women were enrolled in ad- 
vanced sewing classes in November, but the number dropped to 
fifty-four in January. The average attendance for November 
and January was but 50 per cent, of the enrollment. The 
greater percentage of those enrolled in these courses were house- 
wives, there being, however, in November, twenty-three wage 
earners, one attending day public school and four attending day 
parochial schools. Only seven girls under 16 years were enrolled, 
while there were twenty-four between 17 and 20, and thirty-eight 
over 21 years of age. The greatest drop in enrollment occurred 
among those over 21 years of age. No women from the vicinity 
of the Standard Steel Car plant were pursuing advanced sewing 
courses. 

Thirty-two of the women enrolled were housewives, four were 
clerks, two stenographers and thirteen industrial workers. The 
course included making fancy waists, skirts, business frocks, 
afternoon dresses, school dresses and children's clothes, in keep- 
ing with the needs of individual students. 

Cooking. Enrollment in the cooking classes dropped from 
forty-three in November to twenty-two in January, and the 
average attendance for both November and January was about 
70 per cent, of the enrollment. Twenty-seven of the women en- 
rolled in November were wage earners, ten housewives, one at- 
tended day public school and five attended day parochial schools. 
The greatest drop in enrollment occurred among wage earners 
between 17 and 20 years of age. There were but six girls under 
16 years of age pursuing cooking courses, twenty between 17 and 
20 years of age, and eighteen women over 21 years of age. 

The women enrolled in cooking courses were employed during 
the day as follows : fifteen housewives, three teachers, eight store 
and office employees, two domestics and sixteen industrial work- 
ers. The course included fruit canning, making jelly and pickles, 
studying and cooking of starch foods and green vegetables, study 
of doughs and batters, making muffins, biscuits and griddle cakes. 

Millinery. While the enrollment in millinery classes dropped 
from forty-eight in November to forty in January, the attend- 
ance in November was but 20 per cent, of the enrollment and in 
January but 45 per cent, of the enrollment. The great majority 



100 INDUSTRIES AND SCHOOLS OF HAMMOND 

of women enrolled in millinery classes were housewives, although 
there were seven wage earners, one attending day public school 
and five attending day parochial schools. The ages of the ma- 
jority of the women in these courses are not specified. 

The course was so organized as to provide for meeting the 
individual needs of students. All work, however, was of a prac- 
tical nature and included making of flowers, remodeling hats, 
making buckram frames and trimming hats. 

§ 3. Commercial Courses 

Attendance and Enrollment. The summarized facts of en- 
rollment, attendance, day employment, age, and sex of students 
in each commercial course are indicated in Table 41. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



101 



TABLE 41 

Enrollment, Attendance, Day Employment and Age of Males and Females 
Pursuing Evening Commercial Courses 





Enrollment 


Average Attendance 


Courses 


November 


January 


November 


January 




Male 


Fe- 
male 


Total 

30 
36 
62 
30 
60 
46 


Male 

23 
26 
51 
18 
32 
10 


Fe- 
male 

9 

8 

3 

8 

65 

32 


Total 

32 
34 
54 
26 
97 
42 


Male 
16 

18 
20 
19 
14 

8 


Fe- 
male 


Total 


Male 


Fe- 
male 


Total 


Penmanship 

Business English . . . 
Com. Arithmetic . . . 

Bookkeeping 

T\ pewriting 

Stenography 


20 
26 
59 
22 
18 
11 


10 

10 

3 

8 
42 
35 


8 
6 
1 
7 
37 
31 


24 
24 
21 
26 
51 
39 


17 
16 
18 
15 

22 
5 


5 
6 

2 
6 

r,:-! 

29 


22 

22 
20 
21 
75 
34 


Total 


156 


108 


264 


160 


125 


2X.-> 


95 


90 


185 


93 


101 


104 








Day Wage Workers 


Not Employed for Wages 


Penmanship 

Business English. . . . 
Com. Arithmetic . . . 

Bookkeeping 

T\ pewriting 

Stenography 


IS 

15 
33 
20 
12 

8 


6 
3 
1 

24 
9 


24 
18 
34 
25 
36 
17 


21 
18 

28 
18 
22 

8 


6 

4 

1 

5 

39 

24 


27 
22 
29 
23 
61 
32 


"4 

9 

"2 

2 


3 
2 
2 
2 
10 
17 


3 

6 

11 

2 

12 

19 


"4 
11 

"5 

4 


1 

2 

2 

3 

13 

15 


1 

6 

13 

3 

is 

19 


Total 


10(3 


48 


154 


115 


79 


194 


17 


36 


53 


24 


36 


60 








Attending Day Public School 


Attending Day Parochial School 


Penmanship 


2 
4 
2 
2 
3 


1 
1 

1 
4 


3 
5 

2 
3 

7 


2 
2 
2 

2 
5 


3 

1 

7 


5 

I 

3 

12 














Business English 

Com. Arithmetic. . . 
Bookkeeping 


3 
5 


4 


7 
5 


2 
10 


2 


4 
10 


Type writing 

Stenography 


1 


4 


5 




5 


5 




























Total 


13 


7 


20 


13 


11 


24 


9 


S 


17 


12 


7 


19 








Between 10 and 18 Years of Age 


Between 17 and 2(1 Years of Age 


Penmanship 














14 

1 
18 
10 

I 


6 

"l 

2 

16 

12 


20 
1 
1!) 
12 
21 
17 


16 

1 
14 

9 
15 

5 


5 

1 
2 

27 
12 


21 


Business English. . . . 
Com. Arithmetic . . 

Bookkeeping 

Typewriting 

Stenography 


6 

20 

4 

10 

' 3 


5 

2 

1 

lit 

17 


11 

22 

5 

29 
20 


4 
22 

3 
11 

5 


2 

2 

1 

30 

15 


6 

24 
4 

20 


1 
15 
11 
42 
17 


Total 


43 


44 


87 


45 


50 


95 


53 


37 


90 


60 


47 


107 








Over 21 Years of Age 


Living near Standard SteelPlant 


Penmanship 


6 
19 
14 
4 
3 
4 


4 
5 

"<; 

7 
5 


in 
24 
1 1 
10 
10 
9 


7 
21 
15 
6 
6 
4 


4 
G 

' 's 

8 
5 


11 
27 
15 
11 
14 
9 








3 

11 

7 


' 1 


3 


Business English. . . . 
( 'urn. Aril limet ic . . . 
Bookkeeping 


8 

6 


2 


10 
6 


12 

7 


Typewriting 

Stenography 


6 


8 


14 


11 


14 


25 














Total 


50 


27 


77 


59 


28 


87 


20 


10 


30 


32 


15 


47 









102 



INDUSTRIES AND SCHOOLS OF HAMMOND 



It will be noted that in November there were 156 males 
and 108 females enrolled in all courses, and that in January 
there were 160 males and 125 females enrolled. About one-third 
of the males and one-third of the females of the entire school 
were enrolled in these courses. 

The gain and loss in enrollment of males and females in each 
commercial course for November and January and the percentage 
average attendance of enrollment are as follows : 



Gain and Loss in Enrollment, November and January 



COURSES 



Penmanship 

Business English 

Com. Arithmetic 

Bookkeeping 

T ypewriting 

Stenography 

All courses — net gain and loss 



Males 



Gain 



14 

'4 



Loss 



Females 



Gain Loss 



23 
17 



Percentage Average Attendance of Enrolled Students 
November and January 



COURSES 



November 



Males Females 



Penmanship 

Business English. 
Com. Arithmetic 
Bookkeeping. . . . 

Typewriting 

Stenography 

All courses 



80 
69 
34 
86 
86 
73 
61 



80 
60 
34 
88 
89 
88 
83 



January 



Males Females 



70 
61 
35 
83 
69 
50 
58 



55 
75 
56 
75 
80 
90 
80 



The facts of enrollment and average attendance for October, 
November, December and January are pictured in Chart 9. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



103 



CHART 9 

Enrollment and Attendance in Commercial Courses 



MALES 

„ OCT NOV DEC c/< 
















































































^^-"' 


140 
































i 








" 





__.-- 






"""" — . 




eo 








































eo 























FEMALES 

^ Oct Nov oec JA 










B40 
























ZOO 




































































^ 








^^ 
















_,--"' 


eo 




- — 


^ 
























40 







































Penmanship. There were over twice as many males as fe- 
males enrolled in penmanship classes, and the average attendance 
for both sexes for November was relatively very high, but con- 
siderably lower in January. Practically all of the males and one- 
half of the females in these classes were wage earners. There 
were, however, in November, two boys and one girl enrolled who 
were attending the day public schools. The greater percentage 
of the students, both male and female, were between the ages of 
16 and 20 years, and but three males living near the Standard 
Steel Car plant were enrolled. One penmanship class was dis- 
continued the first of February. 

Business English. Almost three times as many males as fe- 
males were enrolled in business English classes for both Novem- 
ber and January. The percentage average attendance was lower 
in these classes than in penmanship. While the majority of the 
males enrolled were wage earners, the majority of the females 
were not, there being of the latter, two not working, one attend- 



104: INDUSTRIES AND SCHOOLS OP HAMMOND 

ing day public school and four attending day parochial schools. 
About two-thirds of the males enrolled were over 21 years of age, 
while one-half of the females were between 10 and 16, the other 
half being over 21 years. In January eleven men and two women, 
living near the Standard Steel plant, were registered in these 
courses. 

The course in business English included business letter writ- 
ing: form of letters, how placed on paper, appropriate saluta- 
tions, various types of letters; applications, ordering goods, in- 
quiry, etc. All work involved the application of the rules of 
grammar and punctuation. The day employment and the num- 
ber of wage earners in these classes are not known. 

Commercial Arithmetic. The great majority of those en- 
rolled in commercial arithmetic courses in November and Janu- 
ary were males, and while more were enrolled in these classes 
than in other commercial courses during both November and 
January, the average attendance was low, being only about 30 
per cent, of the enrollment. The majority of the men were wage 
earners. In age, the students were about evenly divided among 
those 10 to 16 years; 17 to 20 years and over 20 years. En- 
rolled in these courses, were twenty-one mechanics, eight office 
clerks, three store clerks and one stenographer. In passing, it 
should be recalled that in the general arithmetic course, many 
mechanics and office employees were enrolled. A reclassification 
of students on the basis of day employment would be the means of 
achieving better results. 

For department store, office clerks and stenographers, the 
course included short methods and speed drills; and for com- 
mercial students, short methods and discounts; and for me- 
chanics, fractions and decimals. 

Bookkeeping. There were twenty-two males and eight fe- 
males registered in bookkeeping classes in November and four 
males dropped out before January. The percentage average at- 
tendance of both males and females in these classes was very 
high. Practically all enrolled were wage earners. Four males 
and one female were under 16 years of age ; ten males and two 
females between 17 and 20 ; and four males and six females were 
over 21 years of age. The day employment of the majority of 
wage earners in these courses is not known. 

The course included bookkeeping for a grocery business run 
by a single proprietor and involved opening of books, journaliz- 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 105 

ing, posting, use of cash book, purchase book, sales book, etc.; 
business papers, e. g., drafts, checks, notes, invoices, bills, etc. 

Typewriting. There were eighteen males and forty-two fe- 
males enrolled in November in typewriting classes. In January, 
however, the number of males increased to thirty-two and the 
females to sixty-five, and a new class was organized to meet this 
increase. The percentage of average attendance of both males 
and females was relatively high. While the majority of the males 
enrolling in November were wage earners, there were two not 
working, three attending public day schools and one attending 
day parochial schools. Of the females, twenty-four were wage 
earners, ten were not working, four were attending day public 
schools and four day parochial schools. There were only three 
men and seven women in these classes over 21 years of age, while 
there were ten boys and nineteen girls under 16 years of age and 
five young men and sixteen young women between 17 and 20 
years of age. 

The employment of the wage earners enrolled in the type- 
writing course was as follows : twenty-seven in stores and offices, 
nine in manufacturing establishments, two teachers, two stenog- 
raphers, two servants, one seamstress and one milliner. 

The touch method in typewriting is taught, and the course 
includes mastering of the keyboard by word and sentence drills, 
daily finger drills, daily dictation of words and sentences and 
paragraph writing, number drills and simple letter writing. 

Stenography . There were three times as many females as 
males enrolled in the classes in stenography, and the average at- 
tendance of females for both November and January was high. 
Of these enrolled in November, twelve males and twenty-four 
females were wage earners, two males and ten females were not 
working, and of the remainder, the day employment is not re- 
corded. The great majority of the males and females were 
under 20 years of age. 

Most of the wage earners enrolled were employed by day in 
some clerical pursuit. The Gregg system of shorthand is taught. 

§ 4. Industrial Courses 

Attendance and Enrollment. The summarized facts of en- 
rollment, attendance, day employment, age and sex of students 
enrolled in each of the Industrial Courses are contained in 
Table 42. 



106 



[NDI STIJIKS \ND SCHOOLS OF I I \ \l V10ND 



TABLE 42 



Enrollment, Attendance, .Day Employment and Ages of Males and Females 
Pursuing Evening Industrial Courses 





Enrollment 


Average Attendance 


Courses 


November 


January 


November 


January 




Male 


Fe- 
male 


Total 


Male 


Fe- 
male 


rotal 


Male 

34 
20 
35 

18 


Fe- 
male 

"l 


Total 

34 
20 
36 

18 


Male 

47 

10 

29 

4 


Fe- 
male 


Total 


Woodworking 

Shop Mathematics. . 

Mech. Drawing 

Elect Eng 


40 
30 
39 
29 


"i 


40 
30 
40 
29 


51 
30 
36 
30 




51 
30 
36 
30 


47 
10 

29 
4 






Total 


138 


i 


139 


147 




147 


107 


1 


108 


90 




90 








Day Wage Workers 




Not Employed for Wages 


Woodworking 

Shop Mathematics. . 

Mech. Drawing 

Elect Eng 


13 
20 
32 
20 




13 
20 
32 

20 


5 




6 


1 

•8 
5 
4 




4 

8 
5 
4 


11 




11 


22 
22 




22 
22 


6 
4 




6 

4 






Total 


85 




85 


50 




50 


21 




21 


21 




21 












Attending Day Public School 


Attending Day Parochial School 


Woodworking 

Shop Mathematics.. 
Mech. Drawing 


14 
2 
1 

2 


"i 


14 
2 
2 

2 


16 




16 


9 




9 


16 




16 


8 
2 




8 

2 








































Total 


111 


i 


20 


26 




26 


9 




9 


16 




16 








Between 10 and 16 Years of Age 


Between 17 and 20 Years of Age 


Woodworking ...... 


24 




24 


31 




31 


6 

4 

31 

5 


1 


6 

4 

32 

5 


6 




6 


Mech. Drawing 


3 
2 




3 

2 


8 




8 


12 




12 
















Total 


29 




29 


39 




39 


46 


1 


47 


18 




18 












Over 21 Years of Age 


Living Near Standard Steel Plant 


Woodworking 

Shop Mathematics. 

Mech. Drawing 

Elect Eng 


10 
2< 

i; 

22 


.... 
.... 


10 
26 
15 
23 


12 




12 


9 




9 


9 
5 
5 
6 




9 
5 


16.. 


16 


5 





5 


5 
6 
















Total 


74 




74 


28 




28 


14 




14 


25 




25 







PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 



107 



It will be noted that the total enrollment in these courses in- 
creased from 138 in November to 147 in January, and that about 
one-third of all males enrolled in the night school were registered 
in industrial courses. 

The gain and loss in enrollment of males in each industrial 
course from November to January, and the percentage average 
attendance of enrollment are as follows : 



Gain and Loss in Enrollment, November and January 



COURSES 


Males 


Females 




Gain 


LOSS 


Gain 


Loss 


Woodworking 


11 

11 

1 

9 


3 


1 
1 




Shop Mathematics 




Mechanical Drawing 




Electrical Engineering. . 




All courses — net gain and loss 





Percentage Average Attendance of Enrolled Students, 
November and January 



November 



COURSES 



Males Females 



Woodworking 

8hop Mathematics. . . . 
Mechanical Drawing. . 
Electrical Engineering 
All courses 



85 
66 
90 
62 

77 



January 



31 ales Females 



92 
33 
83 
13 
61 



The facts of enrollment and average attendance for October, 
November, December and January are pictured in Chart 10. 



108 



INDUSTRIES AND SCHOOLS OF HAMMOND 



CHART 10 

Enrollment and Attendance in Industrial Courses 



MALE5 

OCT NOV DEC JAN 



































BOO 














>H< 




































^^" 












~- 








""-— 


--^ 








~""\ 










--^ 


Bo 






^^ 








eo 














JO 














^o 























Woodivorking. Enrollment in the courses in woodworking 
increased considerably from November to January, and the per- 
centage of attendance for both months was relatively very high. 
There were but thirteen wage earners in these classes, and, of the 
remainder, four were not employed for wages, fourteen were at- 
tending day public schools and nine day parochial schools. Al- 
though the great majority of those enrolled were boys under 16 
years of age, there were four young men between 17 and 20, and 
ten men over 21 years of age. Of the wage earners pursuing 
woodworking courses, twelve were mechanics and one a grocery 
clerk. 

The beginning course included bench work in wood, and in- 
volved method of squaring stock to dimension, the making of a 
game board, sleeve board, box, camp stool, etc. The advanced 
course included cabinet construction, projects being adapted to 
the individual interests of students. 



PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 109 



Shop Mathematics. Enrollment in the shop mathematics 
courses remained constant from November to January, but the 
average attendance for November was but 60 per cent, and for 
January, 30 per cent, of the enrollment. Practically all men en- 
rolled were wage earners over 16 years of age, and the great ma- 
jority were over 21 years of age. 

Eight of the wage earners were mechanics and four were 
clerks. The course included consideration of decimals, rates, 
proportion, square root, cube root, algebra and the solution of 
formulas and the principles of trigonometry and solution of tri- 
angles. 

Mechanical Drawing. The enrollment in mechanical draw- 
iEg classes was practically constant from November to January, 
and the percentage of average attendance was very high for both 
months. Practically all enrolled were wage earners, and twenty- 
nine of the wage earners were mechanics. 

The course of instruction was so organized that each student 
pursued the line of work in keeping with his needs. 

Electrical Engineering. "While the enrollment in the course 
in electrical engineering remained constant for November and 
January, the average attendance for November was 60 per cent, 
of the enrollment and for January 13 per cent, of the enrollment. 
Nearly all enrolled in the course were wage earners over 21 years 
of age. Thirteen of the wage earners were electricians or helpers, 
and five were clerks. The class was discontinued February first. 

The course included magnetism, Ohms law, divided circuits, 
motor and dynamo principles, storage, watts, electric light, etc. 



CHAPTER VII. . 

SUGGESTED PROVISIONS FOR ELEMENTARY INDUS- 
TRIAL, PREVOCATIONAL AND VOCATIONAL 
EDUCATION 

The General Situation. The schools of Hammond are called 
upon to adapt themselves to a situation which has become increas- 
ingly complex during the last decade. This period of time has 
marked a rapid growth in the city's population; an increase 
characterized by the large number of foreign born, the great ma- 
jority being adults ; by the existence of illiteracy among a con- 
siderable number of the foreign born ; and the predominant num- 
ber of males of both foreign and native-born residents. The pres- 
ence of large manufacturing establishments requiring a consider- 
able number of unskilled and semiskilled workers has resulted in 
attracting to Hammond many families with varying standards of 
living, some of which are relatively low; and enforced idleness 
of wage earners, resulting from seasonableness in industry and 
recurring periods of industrial depression, bring the accompany- 
ing problem of periodic poverty and distress. The presence of a 
large number of saloons in certain districts is another compli- 
cating factor. 

The children of Hammond are distributed in attendance 
among the public schools, and eight parochial schools, and over 
one-third are enrolled in the latter. About two-thirds of the 
boys and girls leave school at the age of 14, and of this number 
many complete only the sixth grade. The great majority of 
boys and girls thus Leaving school enter industrial pursuits, and 
are, therefore, untrained workers in industry, entering an indus- 
trial life of which they know relatively little. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 111 

The industrial situation is very complicated. The products 
of the manufacturing establishments are diversified in character. 
Many of the factories have a number of departments, each re- 
quiring workers with varying degrees of skill and of numerous 
trades. These trades offer diverse possibilities in terms of wages, 
promotion and length of working season. The industrial situa- 
tion is further complicated, as, in the main, workers are neither 
selected nor placed in various departments upon a scientific basis ; 
and, when once placed within a department, the chances are that 
such work becomes permanent during the period of employment 
in that particular factory. This, however, is characteristic of 
most factories throughout the country. Practically in all lines 
owners and superintendents are coming to believe that workers 
under 16 years of age are undesirable from every standpoint. 

Schools Not Wholly Responsible. It must not be assumed 
that the schools are to be held entirely responsible for the solution 
of this complicated problem. All of the social forces of the com- 
munity must co-operate to this end ; the homes, churches, and 
social agencies. In this connection mention must be made of 
the work of the Social Settlement, the social workers of the 
churches, of the Chamber of Commerce, and the United Chari- 
ties, all of which are working in an efficient manner for the per- 
manent betterment of social conditions. There is great need for 
co-operation between the parochial and public schools in voca- 
tional education, for, if proposed vocational and prevocational 
courses are open only to those in the public schools, a full third 
of the school population will not be reached at all. 

The General School Problem. In making the necessary pro- 
vision for vocational education these factors are involved ; build- 
ings and equipment; organization of courses; employment of 
teachers and provision for the continued training of teachers in 
service ; supervision of teachers ; gathering facts concerning work 
of the community; and co-operation between schools and indus- 
trial establishments. 

General Organization. At present, pupils of the first seven 
grades, inclusive, attend the various grammar schools, all eighth 
grades save those of the Franklin, being concentrated in the Cen- 
tral school, in which building the High School is also housed. 



112 INDUSTRIES AND SCHOOLS OP HAMMOND 

The Superintendent of Schools lias worked out a new organi- 
zation which will go into effect with the beginning of the fall 
terra. With this new organization, the elementary period will 
comprise the first seven grades, thus making it possible for 
pupils to complete the High School in either four or five years 
after finishing the seventh grade. The seventh grades will still 
be retained in the grammar school buildings, and all grades of 
the secondary school, with the exception of those in the Franklin 
School, will be centralized in the new High School building soon 
to be erected. 

For purposes of vocational and prevocational education this 
plan offers great promise. In a city the size of Hammond, shop, 
studio, and laboratory equipment must be largely centralized, it 
being impossible to duplicate expensive equipment in many cen- 
ters. "With the organization planned, the equipment to be in- 
stalled in the new High School will serve the purpose of prevo- 
cational, day vocational and night vocational education. This 
centralization will make possible departmental and specialized 
teaching for those in the prevocational period, which would other- 
wise be impossible. With the larger unit, more elastic programs 
will be possible and individual needs may thus be more fully met. 
It is thought that the possibilities of departmental specialization, 
together with opportunities for choice among many types of vo- 
cational courses, will attract many pupils who, under the old 
system, would leave school as soon as the law allows. The general 
plan of shortening the elementary period is thought to be in keep- 
ing with the best recognized educational policies in the United 
States today. 

With the further growth of the City, as the outlying dis- 
tricts are built up, one central building with provision for voca- 
tional educational may not be sufficient. When this time comes, 
it will be a relatively easy matter to establish Junior High 
Schools, leaving the central building for the Senior High School. 

PART 1. ELEMENTARY COURSES 

It is obvious, from a study of the section concerning school 
enrollment, that for many, in fact the majority, of the Hammond 
boys and girls, the period of school education will have been com- 
pleted at the age of 14, and, that if the same facts of retardation 
persist in the future as in the past, the majority of such 14-year- 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 113 

old boys and girls will enter industrial pursuits not having even 
a complete elementary school training. With persistent effort 
and more elastic standards of school achievement and enriched 
industrial courses, it is to be hoped that the majority of Ham- 
mond children may be retained in the schools until the comple- 
tion of the elementary period, and, that with the proposed voca- 
tion courses many will be retained to complete the High School. 

The present industrial courses are of the traditional type, well 
organized and taught, but not entirely adapted to the Hammond 
situation. It will be noted from the detailed description of the 
elementary courses that they are based upon either the disci- 
plinary or arts and crafts approach. As such, they are, of course, 
like the great majority of courses in Indiana and other States. 
Pupils may successfully pursue and complete such courses and 
lie entirely ignorant of the work of the world and their own latent 
possibilities for successful participation in it. 

Principles Underlying El< mt ntary Courses. Should elemen- 
tary industrial courses be based upon the findings concerning the 
industries of Hammond? If we were assured of the fact that the 
industries carried on to-day in Hammond would be the industries 
of Hammond of the next few decades, and that these industries 
offered good possibilities for long and successful wage earning, 
and that the children now in Hammond were always to live there, 
there would be some justification for basing part of the elemen- 
tary industrial work upon a study of these industries. 

The chances are, however, that few of the children now resid- 
ing in Hammond will always live there. Moreover, the basic 
problem of the elementary school is to develop that general intel- 
ligence and knowledge in all fields and aspects of society neces- 
sary for home making, citizenship, leisure and right living, as 
well as productive work. 

It is held, therefore, that the principal content of industrial 
courses must be the same the country over, regardless of place, 
state, city or town. There must be uniformity in the fundamen- 
tal content, but variety in methods of approach, emphasis of va- 
rious units of the course, and in time devoted to sections of the 
course. This unity is essential to insure the retention of common 
ideals and purposes, and the variety within the hounds suggested, 
in making provision for teaching children of various nationalities, 
various degrees of mental capacity and varying interests 



114 INDUSTRIES AND SCHOOLS OP HAMMOND 

§ 1. Industrial Art Course. Grades 1 to 5 

For the grades one to five, inclusive, industrial art courses 
should be taught to all children, regardless of sex and future vo- 
cation, and should be based upon those elements and aspects of 
the primal modern industries, about which all should be informed. 

Accepting this as a working program, the industrial course 
must center about the primal industries, which are food, clothing, 
wood, metal, clay and allied earth products. In order that these 
courses may have organic relation to the other work of the class 
room, it is essential that the grade teachers continue, as at pres- 
ent, to teach this work. In organizing these courses, the spiral 
method will be most satisfactory, which means, for example, that 
in the third grade the industrial course might include several of 
the units suggested : perhaps wood, food and clothing.* 

Content and Course Organization. The direct industrial con- 
tents of the units suggested might be divided into three parts for 
purposes of analysis : first, that related to the materials involved, 
their sources, value, methods of obtaining them, methods of trans- 
porting, etc. ; second, that which is related to manufacturing proc- 
esses, involving a study of all phases of methods of productions ; 
and third, that which relates to the workers themselves, including 
a study of the men and women in industry, notable inventors, 
effect of work upon health, wages, hours of labor, etc. In the 
grades one to five, the approach to this work must be by means 
of the project which should be chosen so as to be adapted to the 
children, and to school room procedure, and must also be repre- 
sentative or capable of illustrating modern industry. The proj- 
ect, however, should not be regarded as the only means of in- 
struction in industry, for ideas may also be conveyed by pictures 
and talks and visits to factories. It is assumed that through the 
grades the related design will be an organic part of the course. 

Such an industrial course must not stand out alone and dis- 
connected from other units of subject matter, but must at every 
possible juncture be related to history, arithmetic, literature and 
nature study, in the same organic manner as now represented in 
the first three grades of the Hammond schools. 



* For a detailed discussion of this point of view, see Industrial 
Education; Bonser and Russell, Dept. of Publications, Teachers 
College, New York, N. Y. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 115 

The Speyer School Course* has been worked out along the 
lines suggested, and has been found to accomplish the desired 
ends in developing industrial intelligence. As it is now available 
in printed form, it is unnecessary to indicate in detail the work- 
ing out of projects and related content. The course of study of 
the Horace Mann Schoolt will also be found suggestive. 

The industrial work of the first three grades as now organized 
forms a good basis, in part for the proposed course. Thus, in the 
field of clay and allied earth products, the course as now organ- 
ized, includes the making of various projects in clay; animal 
forms, utensils and tiles, by shaping the moist clay by hand. 
Without further work, however, but little intelligence may be 
developed concerning the modern clay industries. Provision 
must be made for introducing the potters' wheel, the mould, glaz- 
ing and firing and for a study of the processes of preparing clay 
for use, including digging, grinding, sifting, mixing with water 
and pressing ; for a study of clay as building material, including 
the brick, tile, and terra cotta industries ; for a study of the pot- 
tery industry, including the clays used, potters ' secret processes, 
processes in making china dishes, methods of decoration, glaz- 
ing and firing ; for a study of the .pottery industry in the United 
States, including its extent, general location, main pottery cent- 
ers, workers, wages and factory conditions. The study should 
culminate in the fifth grade with the actual selection of dishes 
and utensils for home use, studying adaptation to home use, 
design, color and cost. 

In like manner, the work in textiles, as now taught in the first 
and second grades and illustrative of primitive methods, should 
be carried through the third, fourth and fifth grades, showing the 
evolution of the manufacturing processes of textiles, floor cover- 
ings, draperies, the manufacturing of clothing in all its phases, 
the relative worth of various fabrics and the testing of materials. 
In the fields of wood, food and metals the same basic principles 
are involved and hold true in every respect. In short, aside from 
studying the primitive and art craft processes in all these fields, 
provision must be made for the study of modern processes in 
order to develop industrial intelligence and appreciation. 

* The Speyer School Curriculum Department of Publications, 
Teachers College, New York, N. Y. 

f The Curriculum of the Horace Mann School. Ibid. 



116 INDUSTRIES AND SCHOOLS OF HAMMOND 

A Suggested Unit of Instruction. This suggested outline for 
a study of metals in the fifth grade illustrates the possibilities of 
the industrial art work when approached with the purpose of de- 
veloping industrial intelligence and appreciation.* 

The project work might be casting a small lead paper weight 
from soft metal or making a copper hat or stick pin. In making 
the paper weight, pupils must first construct the casting flask, 
then the pattern, then mould the pattern and pour the metal, and 
finally, finish the casting. In making the pin, snips and jeweler's 
saws should be used for cutting the metal for the head, after 
which it could be hammered or etched and then soldered to the 
shaft. 

The content related to these metal projects should include 
the following : How metals are discovered ; scientific discovery ; 
and old stories and legends of discovery. Early races possessing 
a knowledge of metals ; Chinese and Japan, Egyptians, Romans, 
Britons, Saxons, Phoenicians, Hindoos, Chaldeans and Aztecs of 
North America. Metals known by early races : Iron, tin, copper, 
lead and zinc. 

Rise and spread of the iron and steel industries: How first 
obtained by primitive peoples; how mined and smelted by primi- 
tive peoples ; uses of iron by primitive people. The modern iron 
and steel industries : how iron is obtained, including a descrip- 
tion of the ancient and modern mines, tools used, life of a 
miner, stories of miners, wages of miners, and transporting the 
ores ; kinds of metals obtained from iron ores : cast iron, malleable 
iron and steel; preparation of ores: smelting, forging, moulding, 
rolling and milling; fuels used: coke, coal, charcoal and gas; 
fluxes : silica, borax and quartz sand ; the great lines of industry 
in which iron and steel are used : transportation ; bridge building, 
construction of buildings, including beams, bolts, screws and 
nails ; machinery ; agricultural implements; tools, fire arms; toys 
and household articles. Why steel is adapted to so many lines of 
manufacturing: strength, lightness, non-yielding qualities and 
ductility. Location of the great iron and steel works in this 
country: reasons for the location. 

In like manner tin, zinc, lead and copper should be studied. 



* Extracts from an "Outline on Metals," prepared by Miss 
Rosana Hunter, Supervisor Industrial Arts, Indianapolis, Ind. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 117 

Relation of metals to great historical movements and social 
life and conditions: the stone age, bronze age, iron age; historic 
mines; invention of mariner's compass and printing press; the 
influence of the discovery of American mineral wealth ; the in- 
ventions of stamping mills, steamboat, steam engine, improved 
fire arms, air pumps, tire engines, agricultural implements and 
sewing machines ; the effect upon transportation ; the story of tin ; 
the journeys of the Phoenicians ; the making of bronze, etc. ; the 
story of lead and zinc ; money of early races and other primitive 
uses of these metals; the art of plumbing further perfected by 
these metals; the story of copper; migration of early races to 
obtain copper; uses of bronzes and brass in works of art and 
mechanical construction. 

Notable inventors and inventions : Thomas Daney, the safety 
fuse ; James Neilsen, hot blast furnace ; Sir Humphrey Davy, the 
Davy lamp ; Abraham Darley, the use of coke ; Seemens, use of 
oxide of manganese in production of steel; Cort, process of pud- 
dling and welding; Kelly and Bessemer, air blast; Fulton and 
Symington, the steamboat; and Trevithick, the engine. 

Relation of metals study to other school subjects ; geography 
and reading : location of mines, description of mines, transporta- 
tion of ores, manufacture of iron and steel, comparison of metal 
output of the United States with other countries ; reading and 
history : notable inventors and inventions, growth of industrial 
life as a result; use of metals, effect of metals upon historic move- 
ments ; English, talks and compositions along the lines suggested ; 
opening exercises; Thor and his Hammer, Siegfried, Laki, Vik- 
ings, Greek Stories, Rhinegold, the Story of May dole, Russel Jen- 
nings, together with poems and songs of the metal industries. 

§ 2. Courses for Sixth and Seventh Grade Boys 

With the beginning of the sixth grade, it is desirable for boys 
and girls to pursue the various forms of manipulative work in 
separate classes because of the different types of the constructive 
work necessary. 

Purposes of Courses. The keynote of the industrial courses 
for boys in the sixth and seventh grades should be the develop- 
ment of appreciation and understanding of modern industries in 
all their varying aspects. Upon this basis it is necessary thai all 
boys be required to pursue such courses as, in adult life all must 
participate in some measure in the solution of problems incident 



118 INDUSTRIES AND SCHOOLS OP HAMMOND 

to a complex industrial order. Aside from the fact that such 
training assists the boys in understanding industrial problems 
which may confront them, it is also justified by reason of the 
number of boys, (and in Hammond the very large number) who 
will find profitable industrial employment immediately upon leav- 
ing school. Probably one-half the boys completing the seventh 
grade in the Hammond public schools directly enter manufactur- 
ing establishments. 

To develop this needed appreciation and understanding of the 
industrial work of the community, and, in order to constitute a 
preliminary introduction to industrial life, courses must be or- 
ganized upon an entirely different basis from those taught at 
present in the shops. From the description of the present shop 
courses, it will be noted that they are traditional manual training 
courses of a high type. They are organized upon the principle 
of systematic development of skill in the use of hand woodwork- 
ing tools and processes, coupled with the logical development of 
skill in mechanical drawing. Such courses were formerly justi- 
fied upon the theory of the transference of training, the develop- 
ment of general habits of thinking and accuracy, but, though 
these beliefs have passed, the courses have still held their places 
in the school programs because of the interest of the pupils in 
hand manipulative work. 

It is obvious that courses involving only the use of wood, can 
in no way meet the requirements of the present industrial situa- 
tion, in which metal, concrete and electrical construction play 
such a large and important part. It is therefore recommended 
that all of the present woodworking shops be re-organized so as 
to make possible work in metal, concrete and electrical construc- 
tion. With the exception of the Central School shop, present 
floor space is practically sufficient to meet these needs. If neces- 
sary, some of the woodworking benches could be removed to pro- 
vide additional space. 

Equipmt nt. The present woodworking equipment, including 
benches and hand tools, is sufficient and adequate for sixth and 
seventh grade work in wood. 

Metal equipment for each shop should be provided, but this 
equipment for the sixth and seventh grades should not be of the 
expensive machine shop type. It is thought that the following 
would be sufficient : anvil stakes, with a flat and riveting head for 
each wood bench (stake so shaped as to fit into bench-shop holes) ; 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 119 



three tinner's snips; three or four riveting hammers; two or 
three hand punches and one lever punch; two metal working 
vises; sheet metal brake and two soldering outfits; two hand- 
blown blacksmiths' forges, with necessary blacksmiths' tools; one 
large anvil; one post drill; one die plate; one pipe cutter and 
metal files, etc. The casting flasks for soft metal, together with 
necessary casting tools, should be made by the boys. 

The equipment for electrical work should include : six or eight 
flat nose and round pliers ; small fittings and supplies, such as 
insulators, switches, push buttons, bells, batteries ; telephone and 
telegraph instruments, etc. Much of the equipment may be con- 
structed by the boys. 

The concrete equipment may be made by the boys, and the 
equipment will necessarily vary with the type of concrete con- 
struction undertaken. Shovels, hoes, and various kind of trowels, 
however, must be provided. 

Time Allotment. The present time allotment of three hours 
or one-half day weekly is probably sufficient for the actual shop 
work ; this should be exclusive, however, of mechanical drawing. 
It is advised that the mechanical drawing course become a part 
of the drawing and design course for boys. Provision for the 
industrial and social studies hereafter outlined should also be 
made in addition to this three-hour period. 

Courses. Definite, clear-cut courses, involving the use of one 
material to the exclusion of all others are, in the main, not de- 
sirable. Thus, a project involving the casting of soft metal, 
would also involve making the casting flask. Clearness and point- 
edness, however, are gained by considering various aspects of 
the course separately. 

Woodworking. This work should involve two distinct aspects, 
one, related to carpentry, and the other, to cabinet work, 
and these units should be taken up in the order named. Under 
the phase of woodwork related to carpentry would fall the mak- 
ing of forms for concrete construction, such as retaining and side 
walls and curbs, building and repairing fences, sheds or bicycle 
racks. This work would require the use of rough lumber and 
the saw, hammer, hatchet, rule and sometimes the plane and 
carpenter's square, and should, in the main, be carried on out of 
doors away from the restricting limits of the shop and benches. 
Woodwork, as related to cabinet construction, would be very 
similar to the course as outlined at present, but the number of 
projects would necessarily be very much reduced. 



320 INDUSTRIES AND SCHOOLS OP HAMMOND 

Metal Working. This should involve the use of sheet metal 
and hot and cold bar metal and soft metal. Manipulative work 
should involve the four fundamental operations: casting, shaping, 
soldering or welding, and plating. The casting of a paper weight 
in soft metal is suggested as an example of a project which might 
be used successfully. This would involve making the pattern 
from wood, considering design and draft; the construction of 
the easting flask, and the moulding tools; and, finally actually 
moulding and casting the paper weight. The making of a small 
metal motor boat affords a considerable variety of problems ; the 
shaping of the sheet metal frame, and the metal ribs; soldering 
and riveting the frame .and ribs ; the mounting of the motor, 
considering balance and pitch of shaft; casting the propeller, 
and mounting it upon the propeller shaft; connecting the shaft 
to the motor by means of a universal or spring joint; mounting 
batteries in boat and making necessary connections; and finally, 
painting and finishing. 

In liar metal, angle irons, braces, bolts and chains, together 
with projects involved in making small school repairs and addi- 
tional equipment, are suggested. 

Concrete Const rut linn. This work should be based upon the 
practical needs of the schools and homes, and might include re- 
tention walls, curbs, walks, in addition to small projects adapted 
to shop procedure, such as flower pots, etc. Home project work 
should be included. 

Electrical Construction. This work should involve three as- 
pects: first, relative to motors and dynamos; second, bell, alarm 
and light installation ; third, instrument installation and opera- 
tion, including the telegraph and telephone, etc. The parts for 
small motors may be purchased and the problem of assembling 
involves the basic motor and dynamo theory. Such a motor, 
when assembled, would be useful in operating mechanical toys, 
such as the motor boat previously suggested. Installation of bells 
and electric lights may be taught by wiring placed upon vertical 
frames which could be constructed by the boys. 

Painting and Finishing. No special bench equipment is 
necessary for this work save brushes, etc. This work might in- 
volve the painting of fences, sheds, and outhouses, consideration 
to be given to preparing and mixing paints and colors, to prepar- 
ing surfaces for the paint and to the priming and finishing coats. 
Painting and enameling metal surfaces should also be included, 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 121 

and the products of the woodworking course will afford the nec- 
essary opportunity for staining and finishing cabinet pieces. This 
latter work, however, is of least relative importance, as unskilled 
laborers are usually employed in applying stains. 

Working Program and Schedules. The following is a sug- 
gested working schedule for the industrial work of the sixth and 
seventh grade boys on the basis of a thirty-six-weeks term, and is 
presented to show the feasibility of the suggested course. 

Woodworking 9 Weeks 

Metal work 9 " 

Electrical construction 9 " 

Concrete construction 5 " 

Painting and finishing 4 " 

Industrial and Social Studies. Provision for manipulative 
work in the materials suggested is not sufficient, as industrial and 
social studies are equally important and vital as a preliminary 
introduction to industry and its problems. Such studies, in order 
to be vital, should be a direct outgrowth and an integral part of 
the shop work and should include lectures by shop men, indus- 
trial excursions and supplemental reading and discussion, con- 
cerning manufacturing processes, industrial hazards and their 
prevention, wages, hours of labor and opportunities for service 
in industry. Personal hygiene and sanitation, together with a 
consideration of the relation of the worker to his work, his em- 
ployer, and his fellow workmen, and his civic and home responsi- 
bilities, should also receive attention. About sixty minutes 
weekly are necessary for this work.* 

Constructive Design. It is suggested that those elements of 
design for boys now taught in the drawing and art course, and 
the work in mechanical drawing, be merged into a single course 
to be termed constructive design. Boys of this age are too young 
to attempt, with success, systematic work in mechanical drawing, 
and its early introduction in a closely organized course tends to 
develop wrong standards and habits which must later be cor- 
rected. Furthermore, in planning most projects, the elements 
of design and mechanical representation are so interrelated that 
one organic whole is really formed. Thus, in the planning of 
the paper weight to be cast in soft metal, consideration must be 
given to its shape and size and the decoration upon its surfaces. 

* For a detailed outline of such a course see article, R. J. 
Leonard, Teachers College Record, Jan. 1913. 

9 



122 INDUSTRIES AND SCHOOLS OF HAMMOND 

A free hand representation of the shape, size and general decora- 
tion must be made, after which a careful plan, full size or to 
scale must follow. The design and mechanical elements are in- 
separable, and much is lost by not combining them in one course. 
Time and effort will be saved by this procedure, and a better 
quality of work will result therefrom. Sixty minutes per week 
will be necessary for this course, and it should preferably be 
taught by the shop teachers. 

§ 3. Courses for Sixth and Seventh Grade Girls 

Purposes of Courses. The purpose to be accomplished by the 
household and industrial courses for girls, as in the case of the 
boys, is to acquaint them with desirable productive work open to 
young women, including home-making. Considering the large 
number of girls who work for wages in Hammond, and who leave 
school upon or prior to, completing the elementary school, the 
work of these grades is of very vital importance. 

It is obvious that courses for girls including only the technical 
aspects of sewing and cooking, while good and necessary, are not 
sufficiently broad to serve as a basis for determining interests, 
capacities or possibilities for future wage earning. It is needless 
to discuss the desirability of young women going to work, for 
the fact is that they are working, and will work in the future 
in increasing numbers, and the school must either help train them 
for wage earning or permit them to work untrained.* 

Present Courses. The present courses in cooking and sewing 
are well organized, and the time allotment, three hours per week, 
is probably sufficient at present. There is danger, however, in 
following the close organization indicated in the course outlines, 
that the most practical problems for certain girls will be entirely 
overlooked as they might not fall within the logical scheme of 
development and sequence in subject matter. Thus, the most 
vital problem for a seventh-grade girl might be making a gingham 
school dress in a very short period of time, perhaps the first week 
of the school term, and a sewing course — no matter how well 
organized and broad in content and scope, — which would pro- 
hibit such a project at such a time, is not to be recommended. 



* See "A Study of the People of Indiana and Their Occupations," 
R. J. Leonard, Bulletin, Indiana University, Bloomington, Indiana, 
1915, for the facts showing the number of women at work in 
Indiana. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 123 



Equipment. It is unfortunate that the cooking rooms m all 
the schools are located in the basements, but on the other hand, 
the Schools of Hammond are to be commended for making pro- 
vision for these cooking rooms by remodeling the old buildings, 
for if the basements had not been utilized, it would have been 
impossible, up to the present, to have any cooking at all in the 
Hammond schools. In like manner, it is also unfortunate that 
sewing must be carried on in the cooking rooms, but this is by 
far better than having no sewing at all. It is to be hoped m the 
future however, that in the building of new schools, provision 
will be made for girls' courses in well-lighted and ventilated 
rooms above the basement floor. 

Cooking Equipment. Cooking rooms are equipped in the 
usual manner with cooking tables, utensils, etc. The floors of 
some of the kitchens should be covered with linoleum and some 
of the walls are in need of retinting or painting.* 

Sewing Equipment. It is highly desirable that separate 
rooms be provided for sewing and other industrial and household 
arts courses. Such rooms should be well lighted, and should 
be equipped with individual sewing tables, a large cutting table, 
lockers for girls' work and stock, mirrors, etc. Sewing machines 
are already provided in the present equipment. The individual 
tables should be made in the shops by the boys. 

Cottage for Girls' Work. One of the best solutions for the 
problem of equipment is in renting or purchasing cottages lo- 
cated near the schools, and using these as centers for this work. 
The cottages should not necessarily be modern and up to date 
and in good condition, for if they are, they preclude experience 
in meeting some of the real problems of home making. Having 
access to such cottages affords a wide range of opportunities in 
home decoration, sanitation, selection of furniture, draperies and 
the care of the home. These cottages might also be used as 
neighborhood centers for Parents' Clubs and other organizations. 
Such a plan as the one suggested might well be first tried m the 
neighborhood of the Standard Steel Car plant. 

Sewing. The close analysis and systematization of the sew- 
ing processes worked out by the training schools for domestic 
art teachers, has tended to devitalize the field of sewing, and to 

* One-half of the Hammond school buildings are tinted every 
year and the rooms in bad condition are scheduled to be tinted 
during the coming summer vacation. 



124 INDUSTRIES AND SCHOOLS OP HAMMOND 

approach this live subject from an academic point of view. 
Teachers must break away from the systematic methods and 
organize and teach courses, not as they themselves were taught, 
but in the light of modern needs and conditions. 

The course should be based upon the actual making of cloth- 
ing, this being the objective, not using such projects as though 
they afforded interesting chances for the application of stitches. 
This work should include a study of the trade designations of 
cloth, cost, methods of testing for quality, and the actual pur- 
chase of cloth for specific purposes. Necessary supplies, ordi- 
narily selected by the teachers and distributed to the pupils, 
should be selected by the girls themselves, so as to afford the 
widest possible range of real experience. 

Some garments should be made according to factory methods, 
thus illustrating specialization and shop methods. A detailed 
study should be made of manufacturing methods of various tex- 
tiles, of the actual manufacture of shoes, stockings, underwear 
and other garments. In some sections of the city, the making 
of hats might well be introduced in these grades. 

Cooking. A course in cooking, as now organized, is very 
practical and highly satisfactory. It should, however, be en- 
larged in scope to include marketing, requiring groups of pupils 
to purchase the meats, vegetables, and staples to be used in the 
cooking lessons. A study of the home garden should be included. 
The present custom of preparing school lunches is highly com- 
mendable, and girls in all districts in Hammond should have 
the privilege of sharing in this most important training. 

Design and Home Decoration. It is strongly advised that 
those elements of design now included in the drawing courses 
be centered about the practical work of selecting clothing and 
furnishing and decorating the home. Thus a considerable por- 
tion of the work related to projects in paper and cardboard would 
be excluded. The phases of art tending to develop appreciation 
of great art productions should be retained and enlarged in 
scope. 

In the main, the work in design, as related to clothing, 
should be an outgrowth of the work in sewing. Certain phases 
of the present High School costume design course should also be 
included in these grades. The selective element should be empha- 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 125 

sized in this course, requiring pupils to visit stores with teachers 
and select dresses, hats, ribbons, keeping in mind cost, quality, 
color and adaptability. 

Related to the home, consideration should be given to its se- 
lection, including location, size, considering cost and health ; to 
its furnishings, including draperies, carpets, furniture ; to its 
decoration, including pictures, wall paper, wall tints, etc. At 
least sixty minutes per week should be devoted to this work. 

Civic, Industrial and Personal Studies. Manipulative work 
in sewing and cooking and courses in design and home decora- 
tions is not entirely adequate to meet the needs of Hammond 
girls, as civic, industrial and personal studies are equally im- 
portant. 

Such studies should include informational material relative 
to modern industries and industrial life : opportunities for wage 
earning in various fields, training necessary for success, wages, 
hours of labor, hazards, opportunities for service, for promotion, 
etc. Every possible effort should be made to demonstrate to 
girls the necessity of remaining in school, at least till 16 years of 
age, by showing them that the lines of employment open to them 
prior to this age are in the main not desirable. 

Studies in personal and home hygiene and health should in- 
clude personal care, first aid to the injured, care and feeding 
of the baby, and the home and school lunch, etc. Provision should 
be made for a study of the family budget. At least sixty minutes 
per week should be devoted to this work. 

PART 2. SPECIAL ELEMENTARY INDUSTRIAL CLASSES 

Boys' Class. Every school system has overage boys who have 
lost all interest in the regular work and who intend to leave and 
go to work as soon as possible. That there is such a group in 
Hammond is partly evidenced by the number of 13 and 14 year 
old boys in the lower elementary grades. They are not delin- 
quents, incorrigibles or mental defectives. For such boys, many 
larger cities have established elementary industrial schools. The 
Richmond Survey recommended the establishment of such a 
school for Richmond.* In Hammond, the needs of these boys 



* See Manual Training Magazine, January, 1915. Plan for an 
Elementary Industrial School, Richmond. This report contains the 
outline of the courses and equipment proposed. 



126 INDUSTRIES AND SCHOOLS OF HAMMOND 

could be met by the formation of one or two classes, membership 
in these classes to be entirely Limited to this group. 

This class might be formed at the Irving School, as the 
building is well located for this purpose. The class should be 
open to boys enrolled in the elementary schools, who should be 
selected by the Superintendent, principals and teachers upon 
such conditions as seem best to meet the specific needs of indi- 
viduals. In the main, the class should be limited to those who 
have completed the fifth grade. 

Course of Study. One-half of each day should be devoted to 
industrial work and the other half to the related academic 
work. Under the proposed scheme of re-organization, the 
course should be two years in length, and those completing it 
should be permitted to enter the High School unreservedly. 

The industrial work should include all the phases outlined 
under the proposed sixth and seventh grade industrial courses, 
but the time schedule must be modified to meet the situation. 
Provision for printing should also be made by permitting the 
boys to pursue this course three hours per week in the Central 
school or the new High School. The course in industrial and 
social studies and constructive design should be included as 
outlined, together with English, arithmetic, geography, history, 
all so organized as to bear directly upon the boys' shop interests 
and experiences. 

Girls' Class. There are some girls in the elementary schools 
of Hammond, who are considerably over age, who have lost in- 
terest in the regular school work and who will leave as soon as 
the law allows and enter wage earning pursuits. It is recom- 
mended that a class for such girls be formed and that one-half 
of each day be given to the household and industrial courses 
previously outlined and the other half to related academic 
work. The basis for selecting girls for these classes should be 
the individual needs, and girls, upon completing the two years' 
work, should be permitted to enter the High School unre- 
servedly. In the main, this elass should be limited to those 
who have completed the fifth grade. 

PART 3. HIGH SCHOOL COURSES 

As previously indicated, all courses recommended are based 
upon the general plan of a seven year elementary school and a 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 127 

four and five year secondary school. The plans suggested for 
the vocational department for boys and girls are devised with 
the view of their incorporation within the High School, it being 
held unnecessary and undesirable at this time to establish a 
separate vocational school. As these departments will be part 
of the High School, problems of general administration will 
devolve upon the Principal, but the specific supervision of the 
departments should be vested in the Director of Vocational 
Education whose appointment is hereafter recommended. 

§ 1. Vocational Department for Boys 

General Organization. The vocational department for boys 
should be organized with the specific purpose of training boys 
in the best possible manner for wage earning pursuits. In 
keeping with the current practice, boys in this department 
should from the outset, spend about one-half of each day in 
manipulative work and the other half in related and academic 
subjects. 

The department should be open to boys having completed 
the elementary school or to others who are over fourteen years 
of age and who might profit most by the type of instruction 
hereafter described. 

In view of the fact that the boys in the first year High School 
are only 13 years of age, the question arises : Shall boys upon 
entering the department be permitted to immediately specialize 
upon one industrial course to the exclusion of other industrial 
courses? For the great majority of pupils, such early speciali- 
zation is not desirable, as such selection presupposes that the 
boys have decided upon the particular vocation which they wish 
to follow for life, or permits them to specialize upon mere 
"hobbies" or passing interests. There are, however, many 
overage boys who will attend the school but a year or two, for 
whom this specialization would be very helpful, and for these 
it must be provided. 

For the first two years, therefore, it is proposed that the 
work be organized and related to a variety of trades and pur- 
suits, with the view of helping boys determine the specific work 
which they wish to follow and specialize upon, in the third and 
subsequent years. As already suggested, under some conditions, 
boys should be permitted to specialize in the first or second 



128 INDUSTRIES AND SCHOOLS OF HAMMOND 

years. In the final analysis, the time when vocational education 
should be begun, which aims directly to prepare for a specific 
trade or pursuit, is matter which must be determined in each 
individual case considering all the factors involved. 

The course for the normal boy who is not considerably over- 
age and who can remain in the high school for three or four 
years might be as follows : One-half of each day devoted to 
industrial work to include for the first two years various lines 
of woodworking, metal working, electrical construction or 
printing, etc. ; the other half of each day to be devoted to mathe- 
matics, science or draughting and academic subjects directly 
related to the shop work. Upon the completion of the second 
year he should select one particular trade and thereafter spend 
one-half of each day in trade manipulative work, and the other 
half in related mathematics, science and draughting related to 
trade, together with academic work. 

For the boy, however, whose interest has been determined 
and who has definitely selected a trade prior to the completing 
of the second year general industrial course, the specialized 
trade course, as outlined for the third and subsequent years, 
should begin at the time the definite decision is reached. 

a. Relation of Courses to Hammond Industries 

The summarized skilled trades in which many men are em- 
ployed in Hammond are as follows : 

Metal Trades. It will be noted from the analysis of the metal 
trades of Hammond that the skilled lines of work employing 
men in considerable numbers are as follows : 

Machinists 

Car finishers and trimmers 

Sheet metal workers 

Tinners and tinsmiths 

Instrument makers 

Blacksmiths 

Woodworking Trades. The skilled lines in woodworking in 
which many men are employed are : 

Car builders 

Cabinet makers 

Wood machine hands 

Carpenters j 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 129 



Printing and Bookbinding. Skilled lines in printing and 
bookbinding employing many men are : 

Pressmen 

Foundrymen 

Hand and machine compositors 

Back rounders, case makers and forwarders 

Electrical Pursuits. Skilled lines in electrical work, in which 
many men are employed are : 

General electricians 

Electricians and linemen 

Motor assemblers, armature winders, etc. 

Plumbers, Pipe Fitters, Etc. Skilled lines are as follows : 

Steam fitters 

Pipe and air brake fitters 

Plumbers 

Millwrights 

Stationary engineers 

Painting and Finishing. The skilled lines employing men in 
considerable numbers are : 

House painters 
Car painters and finishers 
White enamellers 
Wood finishers 

Many other skilled lines are represented but require rela- 
tively very few men; among these are piano tuners^ player- 
piano installers, coopers, marbellers, yeast makers, spirit run- 
ners, tailors, stencil cutters and surgical brace makers. 

Specific Vocational Courses. As there are certain dominant 
lines of industrial work in the community open to skilled men, 
and, as these are the constant industrial pursuits found in most 
communities, it is suggested that in the vocational industrial 
department provision be made to teach the following : "Wood- 
working, including carpentry and cabinetmaking ; metal work- 
ing, including sheet metal work ; blacksmithing and machine 
shop work; electrical work, including interior wiring, fixture 
or instrument installation, and motor and dynamo work; 
plumbing and steamfitting; printing and bookbinding; and 
painting and finishing. 



130 



INDUSTRIES AND SCHOOLS OP HAMMOND 



b. Suggested Program Schedules 

First and Second Year Shop Courses. For the shop work of 
the first and second years, this program schedule is suggested, 
but in no event, should it be assumed that it is to be adopted 
without studying the situation more closely, taking into con- 
sideration the individual boys who may be enrolled in the de- 
partment : 



First Year 


Second Year 


One-half of Each Day 


One-half of Each Day 


Woodworking 12 weeks 

Printing 12 weeks 

Metal work 12 weeks 


Plumbing 12 weeks 

Electrical construction . . .12 weeks 
Painting and finishing . 12 weeks 



Vocational Courses. Boys, upon completing the work of the 
second year should select one trade, from among any of the 
above lines, and one-half of each day should be devoted to the 
manipulative work of the trade selected. 

Related Courses. Industrial science, physics, chemistry and 
mathematics, draughting, and industrial and social studies, 
closely related to the specific industrial courses, should be pro- 
vided. 

Academic Courses. These academic courses should be in- 
cluded, — English, history and mathematics, and the last two 
should be particularly related to industry. 



c. First and Second Year Shop Course Outlines 

Woodworking. The course in woodworking should include 
the elements of carpentry and cabinetmaking, and require the 
use of bench tools and power machines, such as platform and 
circular saw, planer, joiner and mortising machine. Practical 
problems in building school equipment and repairing should be 
selected. In the third year pattern making might be intro- 
duced. 

Printing. The printing course should include hand composit- 
ing in all its various aspects, as well as press operating and 
foundry work. Those electing this work in the third year 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 131 



should have use of linotype and monotype machines. The work 
should involve printing cards, forms, report blanks and book- 
lets which might be required by the school department. 

Metal Working. The course should include three sorts of 
metal work : sheet metal work, machine work, and blacksmith- 
ing and forging. In sheet metal working, simple projects in- 
volving shaping, soldering, etc., should be selected. In machine 
work, typical machines should be operated: the lathe, drill, 
punch press, planer, etc. ; and in blacksmithing the use of cold 
and hot bar metal should be included. All projects should be 
of a very practical nature, there being no place in such a course 
f*oi* pxcrciSBS. 

Plumbing and Pipe Fitting. This course should include the 
cutting, threading and installing of lines of pipe to fixtures of 
various sorts, and the setting of fixtures, such as sinks, drains 
or tubs, together with provision for plan reading, cost estimat- 
ing and related science. Small repair jobs about the school 
premises will afford a considerable variety of practical prob- 

lems. 

Electrical Construction. Electrical work should include in- 
terior bell and light wiring, study of motors, dynamos and of 
instruments, such as telephones, telegraph, etc. The use of 
measuring instruments should be included. Provision for plan 
reading, cost estimating and the related science should be made 

Painting and Finishing. This work should include a study of 
pigments, colors, oils and spirits and methods of mixing and 
preparing paints, stains and varnishes. As related to build- 
ing construction, it should include preparing exterior and in- 
terior surfaces, and the application of priming, first and finish- 
ing coats of paint, Related to metal finishing, it should include 
preparing metal surface and applying and baking enamel; and 
related to wood finishing, it should include preparing the sur- 
face, applying stain and varnish, nibbing and polishing. 

d. Outlines of Related Courses 

Industrial Scit nee. Industrial science should include indus- 
trial chemistry, practical physics and mathematics, all to be a 
natural outgrowth of the shop work and to be presented in 
such a manner as to really develop, in a vital way, the broad 
basic principles of science, as applied to the ordinary industrial 
pursuits. 



132 INDUSTRIES AND SCHOOLS OF HAMMOND 

Draughting. Some form of draughting should accompany 
every industrial course, and the purpose of this work, should 
not be to develop draughtsmen, but to provide a working knowl- 
edge of the necessary elements of plan drawing and reading. 
Thus, a sheet metal worker, while not a draughtsman, must be 
able to figure and cut patterns of receptacles, cornices and 
drains. 

Industrial and Social Studies. This course should be organ- 
ized as indicated under this head for the sixth and seventh 
grade boys. It should include shop and factory excursions, 
illustrated lectures, discussions, etc., concerning manufacturing 
processes, relation of worker to employer, to fellow workman 
and wage studies, hazards, etc. Industrial hygiene and sanita- 
tion should form an important part of the courses. 

e. Vocational Courses. 

Shop Courses. The specific vocational courses which should 
be provided for pupils who have completed the introductory 
industrial course, or for others who are ready for them, are as 
follows : 

Woodworking Trades: Carpentry, cabinet making and 
pattern making. 

Metal Working: Machine working, blacksmithing and 
sheet metal working. 

Printing: Composing, proofreading, press operating and 
linotype or monotype operating and foundry work. 

Plumbing and Pipe Fitting: Plumbing, steam and pipe 
fitting. 

Electrical Work: Motor and dynamo work; interior 
wiring and fixture installation. 

Painting and Finishing: House painting, enameling, and 
polishing. 

It will be impossible and undesirable to make provisions for 
all these lines at once. Only those courses should be installed 
which the department can care for in an efficient manner. 

Co-operative Courses. Many boys who have completed the 
two years' Industrial course proposed, and who have discovered 
the lines of work they wish to follow, might profit most by leav- 
ing school and going to work in factories, where they can have 
the opportunity of meeting practical problems, provided their 
education could be continued on a co-operative basis. For such 
boys, their continued education becomes a matter requiring co- 
operation between the shops and schools. From the shop side, 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 133 

work would have to be organized so as to be educative and time 
would have to be provided for school attendance. From the 
school side, instruction must be practical and helpful in meeting 
actual shop problems. 

f. Equipment. 

Considering the fact that a new High School building is soon 
to be constructed, it is of special importance to indicate in a 
general way, the rooms and floor space necessary for carrying 
out the courses suggested. At least six rooms will be necessary 
to carry out the program suggested, but it will not be necessary 
to equip them all at the start, as valuable opportunity for prac- 
tical experience will be afforded by having the boys make as 
much of the equipment as possible. The floor space as provided 
in the plans for the new High School will be adequate for the 
immediate needs of the department. As the initial equipment, 
the following is suggested. This should be added to in keeping 
with the growing needs of the department. 

Woodivorking. One bench and machine room, together with 
a stock room, located so as to permit lumber to be received from 
the street or driveway, should be provided. The equipment 
should include woodworking benches, bench and general tools, 
power planer, platform and circular saw and joiner and mor- 
tising machine. Supply closets and lockers for students are 
essential, together with staining bench or table. Boys, with 
the aid of the teacher, should build the benches and lockers. 

Printing. The present printing equipment is strictly up to 
date and adequate for the beginning work of this department. 
In the new building, a well lighted room should be provided 
and it should be considerably larger than the one now used. 
Provision for foundry work should also be made. 

Metal Working. It is advised that at the start the metal- 
working equipment be placed in one room; that the equipment 
be simple and that no attempt be made to provide a complete 
machine shop, sheet metal and forge equipment, such as were 
formerly thought necessary in technical departments of high 
schools. In the future, as enrollment increases, it will be neces- 
sary to provide several rooms for metal working, in which case 
it may be best to place the sheet metal and forge equipment in 
separate rooms; but in the beginning, at least, much will be 
gained by placing all metal equipment in one room and select- 
ing projects requiring the use of both forges and machines. 



134 INDUSTRIES AND SCHOOLS OF HAMMOND 

For the machine equipment, at least the following type ma- 
chines arc recommended: Lathe, drill, punch press, planer 
and tool grinder. The sheet metal equipment should include 
one or two breaks, punches, shears, soldering outfits, etc., and 
the forge equipment should include four or five hand blown 
forges and blacksmiths' anvils, together with blacksmiths' tools 
and a small cupola. There should also be one - long bench for 
sheet metal work and a number of individual benches, all of 
which should be made by the boys, it being necessary, however, 
to purchase the vises and anvil stacks and other small equip- 
ment for equipping these benches. The selection of this equip- 
ment presupposes that boys will work in small groups and that 
problems will be selected which will require a number of differ- 
ent processes. 

Vlumbing and Pipe Fitting. The first requisite for this work 
is an unfinished room, floored, but with exposed wall studs and 
ceiling joists. The simplest possible equipment should be pur- 
chased, to include several kits of individual tools, pipe cutters 
and wrenches, taps and dies and one long working bench, with 
vise. Boys should build and install as much of the equipment 
as possible. Discarded plumbing fixtures, such as tubs, sinks 
and bowls, would doubtless be provided by local plumbing 
establishments. 

Electrical Construction. A shop similar to the plumbing 
room should be provided for electrical construction. Unfinished 
walls and ceiling will provide opportunity for interior light 
wiring and fixture installation. By erecting temporary walls 
dividing one or two sides of the room into smaller rooms or 
sections of rooms, further opportunity for more complicated 
wiring will be provided. One or two long benches will be nec- 
essary for motor and dynamo work, and small tools, fittings and 
testing apparatus should be provided. Boys should construct 
the benches, stands and temporary walls as they are needed. 

Painting and Finishing. A bare plastered room, with unfin- 
ished window casings and door frames is necessary for this 
work. Boys in the carpentry class will thus be afforded the 
practical problem of interior finishing, and the boys in the 
painting and finishing class, the practical problem of preparing 
the surfaces for the paint, stain or varnish. By erecting tem- 
porary partitions dividing one or two of the walls into several 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 135 

sections and providing windows and doors, opportunities for 
interior finishing will be multiplied. As tearing away and re- 
modeling interior wood work and removing old paint and var- 
nish is quite as much the work of the carpenter and painter as 
installing new work, a room as described will continually afford 
opportunity for practical problems. Cabinet projects to be 
stained and polished should be taken to this room. The equip- 
ment should include a metal top covered staining bench, metal 
lined cupboards for brushes, stains, oils and varnishes. 

Loch r and Wash Room. At least one locker and wash room 
should be provided for shop boys, and it is thought the most 
satisfactory scheme would be to have one combination room for 
this purpose, thus simplifying the problem of supervision. 

§ 2. Vocational Department for Girls 

General Organization. The vocational department for girls 
should be organized for the purpose of providing opportunities 
for specific training for profitable employment, including home 
making. It is assumed that girls in this department shall spend 
one-half of each day in manipulative work and the other 
half in directly related or academic work. The department 
should be open to girls having completed the seventh grade 
and to those over fourteen years of age, who have not completed 
this grade, but who, for good reasons should begin a vocational 
course. 

The work of the first two years should be organized so as 
to contain the elements of home making as well as lines of 
profitable employment, and girls upon the completion of the 
second year, should elect either the trade or homemaking 
courses for the subsequent years. Provision should be made, 
however, for girls to specialize upon trade courses in the first 
or second years, if such specialization will best meet their edu- 
cational needs. 

Attitude Toivards Women's Work. That Hammond girls do 
work is indicated from the facts that of the 160 working per- 
mits studied, 65 were issued to girls and that of the 159 reports 
of young people at work under 17 years of age, 90 were girls. 



136 INDUSTRIES AND SCHOOLS OF HAMMOND 

A sane and wholesome attitude towards women's work is 
stated by Mrs. O'Leary: 

"The education of the girl who conies to the vocational 
school is a double problem. It must include training in two 
distinct vocations, neither of which can be considered suf- 
ficiently permanent to justify neglect of the other. The 
training in either one of these vocations, moreover, is not 
adequate preparation for efficiency in the other. 

"As compared with the boy, the future of the girl admits 
of a variety of adjustments: 

(1). She may, like the boy, go into the industry to 
remain as long as she is physically able. 

(2). She may, and most often does, go into industry for 
a short period, variously estimated at from three to seven 
years, and then permanently become a home maker. 

(3). Having left the industry for her own home, cir- 
cumstances may compel her to return to wage earning. 

(4). She may be under the necessity of serving a double 
capacity, being compelled to support the home which she 
manages. 

"Every evidence goes to show that, while the girl may 
enter the trade, she is, in the majority of cases, at one 
time or another, a homemaker. In confirmation of this is 
her personal, if unconfessed, point of view that wage earning 
for her is but a temporary affair, which she will leave for 
a permanent position in her own home. If this home is to 
be a going concern, the woman who manages it must be 
trained for her work as thoroughly as the man who supports 
it." * 

a. Relation of Courses to Hammond Industries 

In general, the industrial work in which young women are 
employed in Hammond requires no special school vocational 
training. This is true in the following lines in which girls are 
employed: Glue spreading; soft bookbinding: automatic and 
hand tipping; collating; sewing machine operating; hand and 
point folding; jogging; wire stitching; gathering; food preserv- 
ing ; packing and labelling ; sewing machine operating in mak- 
ing shirts, aprons and mattresses and porch furniture making; 
and paper tube making and box finishing. Direct and specific 
school training is not needed in these fields, but the possibilities 
in such work should be discussed in the course in industrial and 
social studies hereafter suggested. 

On the other hand, among the pursuits open to Hammond 
girls, for which specific school training is needed, aside from 



"Cooking in the Vocation School" Iris Prouty O'Leary, Bulletin 
U. S. Bureau of Education. Whole Number 625. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 



137 



the commercial and professional lines are : 

Dressmaking 

Millinery 

Salesmanship 

Nursing 

Catering 

Lunch room keeping 

Design and Home Decoration* 

b. Suggested Program Schedules 

Courses for First and Second Years. The following courses 
for the first and second years are suggested : cooking, food 
chemistry, sewing and textile study, household physics, milli- 
nery, costume design, home management and salesmanship. 

Program Schedule. This is suggested as a tentative sched- 
ule but it should not be adopted without a careful study of the 
needs of the girls actually enrolled in the Department : 

First Year— One-half of Each Day 



First Semester 



Sewing and Textile 

Study 2 hours daily 

Costume Designing. .1 hour daily 
Salesmanship 1 hour daily 



Second Semester 



Cooking and Food 

Chemistry 2 hours daily 

Home Management ... 1 hour daily 
Salesmanship 1 hour daily 



Second Year— One-half of Each Day 



First Semester 



Sewing and Textile 
Study 2 hours daily 

Costume Designing or 
Home Management. 1 hour daily 

Millinery or Sales- 
manship 1 hour daily 



Second Semester 



Cooking and Food 
Chemistry 2 hours daily 

Household Physics. . .1 hour daily 

Millinery or Sales- 
manship 1 hour daily 



Related Courses. Provision should be made for a course 
dealing with industrial, social and personal problems. This 



* These pursuits were not analyzed in Hammond, but there are 
sufficient data to justify the statement that training is required. 
Though opportunities for employment in all these lines may not be 
open in Hammond, this limitation is removed through the close 
proximity of Chicago. 



10 



338 INDUSTRIES AND SCHOOLS OF HAMMOND 

course should include study of industries and possibilities for 
wage earning and social service, relation of worker to employer 
and to other workers, together with all phases of industrial and 
personal hygiene. 

Academic Courses. Provision should be made for English, 
music, history and gymnasium. 

c. First and Second Year Course Outlines 

Sewing. The traditional course in sewing, organized from 
an academic standpoint, is no longer considered satisfactory. 
The course should include plain and machine sewing, part of 
which should be upon marketable garments of varying styles 
and fabrics in order to give a general knowledge of materials 
as well as processes in sewing and garment construction. Oc- 
casionally, garments should be made according to factory meth- 
ods. The textile study suggested should be an organic part 
of the work in sewing, for if it is organized as a separate course 
there will be a tendency to abstract and systematize the work 
to such a degree that it will lose all practical value. 

Cooking. The course in cooking should be organized upon 
a very broad basis, in order to train in cooking as a home art, 
and to indicate its vocational possibilities. Portions of this 
work should center about the preparation of the school lunch 
for pupils and teachers, and the entire work of marketing and 
purchasing food materials, preparing menus, and estimating 
costs for these lunches, should fall entirely upon this depart- 
ment. Commercial markets may be secured for portions of the 
kitchen products, and in this connection Mrs. O'Leary's bulletin 
to which reference has been previously made, will be found 
very suggestive. A course such as outlined will indicate the 
possibilities of catering, lunch room keeping, as well as other 
lines, from the vocational standpoint. The work in food chem- 
istry should be an organic part of the course in cooking, for 
if it is organized as a separate unit, there will be a very strong 
tendency to present the work from a logical point of view, de- 
veloping principles from the simple to the complex, etc., out of 
their relation to home problems. Such an organization, though 
interesting and good from an academic standpoint, from a 
practical point of view, will defeat the desired ends. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 139 



Costume Design. The present unit of the High School course 
in drawing, dealing with costume designing, should form the 
hasis for a course devoted entirely to tins work. It will be noted 
that, according to the tentative proposals, those pursuing sew- 
ing courses will take costume designing, and that therefore the 
two courses must be closely correlated. 

Hoyne Management. This course should deal with the selec- 
tion of the home, considering location, sanitation and cost ; the 
decoration and care of the home, including selection of furni- 
ture, pictures, draperies and wall paper ; the distribution of in- 
come for various needed expenditures and other problems re- 
lated to home management. All the needed work in drawing 
and design should center about the problems indicated. 

Household Physics. The present course in household physics, 
now open to senior girls, should be provided for girls in the 
second year vocational course. A course upon the basis of the 
one as now taught will be highly satisfactory. 

Millinery. The work in millinery should include making of 
trimmings, flowers and hat frames, as well as frame covering, 
hat decorating and remodelling. Straw sewing might also be 
taught in certain seasons. 

Salesmanship. This course should be organized in the voca- 
tional department, rather than the commercial department, 
because success in this work for women is largely conditioned 
upon a knowledge of color, textiles and garment construction. 
It should include the necessary arithmetic, study of methods of 
selling, etc. 

d. Vocational Courses 

Departments and Courses. Upon completing the courses out- 
lined for the first and second years, girls should select either 
the home making or trade courses, and in the case of the trade 
courses, should select one or two trades. Trade courses, how- 
ever, should be open to those girls before completing the two 
years 'work, who might profit most by them. 

The homemaking courses should include those elements of 
theory and practice directly related to homemaking along 
the lines previously suggested. 



140 INDUSTRIES AND SCHOOLS OF HAMMOND 

The following trade courses might be provided: 

Dressmaking 

Costume Designing 

Millinery 

Cooking 

Nursing 

Salesmanship 

It will be impossible to make provisions at once for all these 
trade courses, and only those lines should be started which can 
be carried out in first class order. 

e. Equipment 

In the new High School building, one wing, or a considerable 
part of one floor, will be necessary for the Vocational Depart- 
ment for girls. It is thought that the provisions for the De- 
partment in the plans for the new High School are adequate, if 
the laboratory room in the southeast corner of the third floor 
could be used for girls' work, thereby giving this department 
the entire unbroken wing. 

Sewing. There should be at least two rooms exclusively de- 
voted to sewing and millinery and textile work. They should 
be large and well lighted. A small fitting room is also essen- 
tial. The rooms should be equipped with cupboards for stock 
and lockers for girls' work, individual sewing tables and one 
large cutting, pattern and draughting table. Sewing machines 
and one or two looms are necessary. The sewing tables should 
be made by the boys enrolled in the shop courses. A separate 
room for textile study is thought unnecessary. 

Cooking. It is strongly recommended that the so-called 
unit system of kitchens be adopted for one of the cooking lab- 
oratories. By this arrangement an alcove, section of a room, 
or small room is provided for each group of four or five girls, 
and each unit is equipped as home kitchen. A common pantry 
and store room is necessary. Three or four such unit kitchens 
will probably meet the present needs. For a complete descrip- 
tion of this home unit kitchen plan with pictures and descrip- 
tion of kitchens so equipped and successfully operated, see 
pages 26 to 30 "Cooking in the Vocational School," by Mrs. 
O'Leary.* Adjoining these unit kitchens or the regular cook- 
ing room, there should be a room equipped as a food chemistry 
laboratory. 

* Ibid. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 141 

Studio. Iii all probability, two studio rooms will be needed to 
accommodate the various phases of design necessary to meet the 
needs of the vocational department. Each studio room should 
be properly lighted and provided with cupboards for stock, 
lockers for pupils ' boards and work, and also individual studio 
stands. Each room should be designed for a class of about 
fifteen or twenty pupils. 

Household Physics. This course may be conducted in the 
regular physics room. 

Salesmanship. No special room is necessary for this work. 

Provision for Growth. One or two years' experience in con- 
ducting girls' pre vocational and vocational courses will doubt- 
less indicate the need for enlargement of the lines suggested 
and the introduction of altogether new lines. It is therefore rec- 
ommended that at least three rooms other than those required for 
the courses suggested be provided for the use of the vocational 
department. 

§ 3. Courses for Regular High School Students. 

Shop Courses. The shop courses outlined should be open to 
regular high school students, but such students should not be 
enrolled in the same classes with the boys whose work primarily 
falls in the vocational department and who spend one-half of 
their time in shop work. Time schedules, in keeping with the 
regular high school program should be followed by the boys 
electing industrial courses. 

Industrial Chemistry. There is an unlimited field of oppor- 
tunity in industrial chemistry, for those properly trained, or 
even with a preliminary training. Chemists are employed in 
four of the Hammond establishments and other factories send 
materials to Chicago to be tested and analyzed. Such a course 
should be open to Juniors, and while it must be broad in scope 
to develop fundamental principles, the practical applications 
as related to the iron and steel industry, food preserving, glue 
making, textiles and other primal industries, should dominate. 

Draughting. The present course in draughting is well organ- 
ized and splendidly taught and is admirably suited to boys 
who wish to become draughtsmen and engineers. This course, 
however, should not be confused with the one suggested for 
boys majoring in industrial courses. To achieve success in 



142 INDUSTRIES AND SCHOOLS OF HAMMOND 

draughting, a general high school education is necessary. It is 
recommended that the present course be continued as it is now 
organized, but that pupils be graded more closely so that one 
class will contain only boys of the same high school grade. This 
is needed in order to simplify the problem of instruction. 

Homcmaking and Trade Courses. The courses outlined and 
suggested for the vocational department for girls, should be 
open to those pursuing the regular high school course. These 
girls, however, should be enrolled in separate classes, and time 
schedules should be in keeping with other courses elected and 
the high school program. 

PART 4. EVENING SCHOOL COURSES 

There are three general problems in night school work and, 
of the three, the last is by far the most difficult. 

1. To provide courses actually needed in the com- 
munity. 

2. To enroll students in the evening school for whom 
those courses were designed. 

3. To retain enrolled students in regular attendance 
for the duration of the course. 

Neighborhood Buildings. Considering the varied composition 
of the residents of Hammond and the scattered settlements in 
various parts of the city, this question is of vital importance : 
Will one centrally located night school meet the needs, of the 
City? An estimate made of the number of men and women 
living in the vicinity of the Standard Steel Car Plant, who at- 
tend evening school courses, shows that relatively very few 
were reached. For example, in the general courses 42 women 
were enrolled, and only two were from this district; and, of an 
enrollment of 214 women in the household arts course, but two 
were from this section. In the general courses, the percentage 
of males from this section was somewhat higher, there being 
25 of a total enrollment of 144. 

A neighborhood school is necessary to serve the needs of this 
district. With the adoption of the plan suggested by the Super- 
intendent of Schools to construct ;i small school in this district, 
and to incorporate in the building provisions for a social center, 
the problem of night school work for these people will be 
greatly simplified. This will be particularly helpful in provid- 
ing the necessary courses for women and girls in the various 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 143 



phases of household arts. It is, therefore, recommended that 
provision be made for building a small school in this district 
as soon as possible, and that this building contain provisions tor 
a social center and include recreation rooms, kitchen, living 
room, bed room, sewing room, etc. This building should be the 
center for the social work of the neighborhood, for district 
nurses, social workers and others. 

When cottages are provided for the household arts work of 
the elementary schools, these might be used also at night for 
courses for women of the neighborhood. 

Evening School Records. In studying the whole problem ot 
evening school work, the greatest difficulty is in the lack of 
adequate records of enrollment, attendance, nationality, occu- 
pation of students, etc. Simple but comprehensive records of 
the facts mentioned would afford a basis upon which to de- 
termine the exact status of the night school : its efficiency, and 
its success or failure in meeting the problems of the community, 
and also be helpful in an occupational study of the city. With 
the rapid development of night schools in Indiana and their 
increasing service in real educational work, it is important that 
there be uniformity in records throughout the State, in order 
to make possible a comparison of results. It is suggested, that, 
in the near future, principals of night schools m the State 
meet in conference and work out a simple comprehensive record 

svsti6m 

Enrollment and Classification of Students. With 36 night 
school classes enrolling over 800 students, the problem of en- 
rollment becomes very difficult, yet much of the success depends 
upon students being placed in the classes best adapted to their 
needs. Doubtless many men and women apply for night school 
work who have not decided upon any specific course or line of 
work, but who seek general improvement. The selection ot 
work best suited to the needs and capacities of such students 
requires careful consideration. The proper enrollment ot a 
student desiring a specific course, while somewhat simpler, is no 
less important, for, if he wishes to study arithmetic there may 
be three or four arithmetic classes, and if he is to receive the 
maximum return from his attendance and study he must be 
placed with the class studying the kind of arithmetic he desires 
and with a group of students of about the same ability and 
previous education. Nationality and age must also be con- 
sidered. 



144 INDUSTRIES AND SCHOOLS OP HAMMOND 



The study of the day employment of the students now in 
attendance in the Hammond night schools, indicates that per- 
haps certain shifts in classification would simplify problems of 
instruction and bring about better results. For example, clerks 
and mechanics are enrolled, in each of the two arithmetic 
courses ; this is also true of the two classes in commercial arith- 
metic and in the shop mathematics class. In all of these classes 
two phases of mathematics are taught, one for the clerks, per- 
taining to short methods and speed drills; and the other for 
mechanics, including fractions and decimals, related to indus- 
trial work. Much would be gained by grouping together, in 
one or two classes, the clerks who need commercial arithmetic, 
and in one of two other classes, the mechanics who need shop 
mathematics. 

The problem of proper enrollment is harder to meet, how- 
ever, than is usually appreciated, for students come in large 
numbers on the opening night, and many are entirely unknown 
to the Principal and teachers. Unlike day school students they 
bring no record showing age and previous schooling. A teacher, 
or committee of teachers, might well be assigned to the problem 
of enrollment, and their work would also have to include some 
of the elements of vocational guidance. 

Methods of Course Organization. No uniform type of course 
organization and time schedule could be satisfactorily applied 
to all evening school courses. One course might be scheduled 
for both terms of the school, another for one term, and still 
another for but two or three weeks. A course in typewriting, 
bookkeeping or English for foreigners, would require a con- 
tinuous session for one or two terms, and, under normal circum- 
stances, breaking such courses into short units, would seriously 
impair their efficiency. This type of organization is best suited 
for general continuation courses. On the other hand, however, 
the trade continuation courses might well be organized upon 
the short unit basis : for example, punctuation for compositors, 
plan reading for carpenters, estimating for contractors, pattern 
draughting for sheet metal workers, all of which are designed 
to meet some deficiency or special need or interest for those al- 
ready within a trade. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 145 

§ 1. General Courses 

From the standpoint of attendance, it would seem that the 
general courses in English, arithmetic and spelling are properly 
organized and well taught. These general courses, however, reach 
but few women, and it is thought their usefulness will be greatly 
increased with the provision for a night school near the plant 
of the Standard Steel Car Company. These courses are now 
being taught upon a two-term basis and this is probably satis- 
factory. 

§ 2. Household Arts Courses 

The average holding power of the household arts courses is 
relatively low, being the lowest in millinery and highest in cook- 
ing. It is thought that these modifications in course organiza- 
tion would be productive of good results : the organization of a 
two-term course in each field and several unit courses in each 
field. The two-term courses will appeal to those who wish to 
pursue the subject systematically, and who are so situated as to 
be able to be in regular attendance for one or two terms ; and the 
short unit courses will appeal to those who wish to pursue special 
problems for a relatively short period of time. 

In detail, this would mean that there might be one or two- 
term courses in plain sewing, dressmaking, cooking and millinery 
and several short unit courses in certain phases of these subjects. 
Additional short unit courses, particularly adapted to the needs 
of home makers, might well be provided, such as home decoration, 
care and feeding of children, bread making, pickling, preserving, 
home nursing, laundry work, textile study, dyeing, cleaning, 
renovating, fitting and shirt waist making. There is very great 
need for homemaking courses in the vicinity of the Standard 
Steel Car Company's plant. 

§ 3. Commercial Courses 

The average attendance of women in commercial courses is 
very high, with the exception of commercial arithmetic, which is 
very low for both men and women. All commercial courses are 
upon a two-term basis, and this is probably necessary for efficient 
work in all courses save commercial arithmetic, which might well 
be upon a short-unit basis. Those commercial students whose 
needs in arithmetic are not met by the short-unit course, should 



146 INDUSTRIES AND SCHOOLS OF HAMMOND 

enroll in the general arithmetic class. Short-unit continuation 
courses might profitably be established for salesmen and sales- 
women. In determining needs along these lines, conferences 
with the Clerks' Union would be helpful. 

§ 4. Industrial Courses 

Woodworking. The present industrial courses are weak be- 
cause of the lack of a clear definition of purpose and of adap- 
tation to the needs of Hammond. The present woodworking class 
is composed largely of youths under 16, many of whom attend 
day schools, and has its justification in affording evening occupa- 
tional work. This cannot be considered a prevocational or vo- 
cational course, but rather a course in manual training. There 
are, however, a few mechanics enrolled in this course. It is sug- 
gested that one general woodworking course be continued, but 
that in place of the second woodworking course, unit courses be 
substituted. Attendance in these unit courses should be limited 
to adults already employed in some phase of woodworking, and 
these courses should be organized so as to meet specific needs of 
groups of workers. 

Shop Mathematics. It is recommended that the course in 
shop mathematics be open to only those men actually engaged 
in industrial pursuits, and that it be organized upon a unit basis, 
including units such as, mathematics for carpenters, machinists, 
electricians, contractors, sheet metal workers, etc. 

Mechanical Drawing. The work in mechanical drawing, as 
now organized, meets the needs of young men who need a system- 
atic presentation of the subject. From this standpoint, it is a 
well designed course. It is advised that this general course be 
continued and that courses on the unit basis be organized to meet 
specific needs of groups of workers, such as carpenters, electri- 
cians, plumbers, contractors and sheet metal workers. 

Electrical Engineering. It is recommended that instead of 
a general course, aiming to cover in outline the whole field of 
electricity, a number of unit courses be organized for specific 
groups of workers : general electricians, electrical device as- 
semblers, armature winders and motor assemblers. There is 
very great need in Hammond for those courses, as many of the 
electrical pursuits, such as armature winding and motor as- 
sembling, are so specialized that little knowledge is obtained of 
the whole field and its possibilities. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 147 



Other Courses. A study of the Hammond industries has 
revealed a very definite need for the following trade continua- 
tion evening courses : 

General machine shop courses for machinists and ma- 
chinists' helpers engaged in specialized work. 

Pattern draughting for tinners, sheet metal workers 
and their helpers. 

Electrical theory courses for platers, picklers and elec- 
trical devise assemblers. 

Industrial chemistry courses for beeker boys. 

Color and paint mixing courses for painters and enamell- 
ers. 

Industrial hygiene for workers in metal trades, painting, 
finishing, etc. 

Some of these courses might be organized upon a short unit 
basis, for instance, the course— industrial hygiene— might com- 
prise the following units: method of avoiding and curing lead 
poisoning; methods of treating burns, cuts and sprains; first 
aid to the injured ; use of respirators and how to guard danger- 
ous machines. 

PART 5. TEACHERS AND DIRECTOR 

Providing buildings and equipment and outlining courses 
of study will not accomplish the desired ends of prevocational 
and vocational education without an adequate teaching force, 
well trained and conversant with the best educational theory 
and practice. The initial training of most teachers now employed 
in the elementary schools of the State, is not sufficient to enable 
them either to understand industrial life or to interpret it to 
their pupils. Therefore, one problem is to provide the necessary 
opportunities for continued training while in service. 

Teachers Grades 1 to 5. There is everything to be gained 
and nothing to be lost by continuing the present practice in 
Hammond of having all industrial and related work in grades 
one to five inclusive taught by the regular class teachers. Only 
in this way is it possible to relate such courses in an organic 
manner to the other work of the school. The wisdom of this 
plan is demonstrated by the results achieved in the first three 
grades. In order to properly handle the industrial work, how- 
ever, grade teachers must not only be skilled in the industrial 
processes adapted to school room procedure, but must also be 
familiar witli the evolution of industry in all its aspects as well 



148 INDUSTRIES AND SCHOOLS OF HAMMOND 

as present manufacturing methods and industrial problems. To 
this end, it is recommended that the plans already in operation 
be continued and extended in order that teachers may become 
more familiar with the complicated industrial life of the city and 
the latest methods of elementary industrial instruction. This 
has been done in the past by factory visits and conference discus- 
sions, and might well be enlarged to include lectures, discussions 
and assigned readings as well as actual manipulative work 
adapted to school room practice. 

Shop Teachers Grades 6 and 7. School trained shop teachers 
are best adapted to the industrial work of the sixth and seventh 
grades, provided, however, such teachers have had the oppor- 
tunity of pursuing courses other than woodworking, and are some- 
what familiar with industrial life by a period of actual industrial 
employment. It is difficult to see how teachers can be helpful 
in interpreting an industrial situation to boys, if they themselves 
have never had any first hand industrial experience. 

It is strongly urged that definite provisions be made for giving 
the shop teachers the opportunity of becoming more familiar 
with the industrial life of the community. This might be done in 
a number of ways : by releasing them for half a day during one 
semester for a study of the industries of the city; by providing 
opportunities for industrial employment during summer vaca- 
tions ; by granting them a few months leave of absence for this 
purpose; by spending a period of time in social service; by a 
detailed personal analysis of some industry or some form of 
industrial "survey work." In short, any method should be 
encouraged which will result in broadening the actual outlook 
and vocational skill or familiarity with modern industry. 

It is thought that very much would be gained by employing 
some of the industrial teachers for twelve months in the year in 
the same manner that agricultural agents are now employed in 
Indiana. This policy has been partly pursued in times past by 
employing one manual training teacher for the eight weeks sum- 
mer session. During the summer, attention could be given to the 
formation of part time classes or to a study of the work of 
boys and girls under lfi years of age, or to co-operate supervision 
of boys and girls working in stores and factories upon working 
permits. If shop teachers are ever to become familiar with in- 
dustrial life as it actually exists, and with the means of achieving 
industrial evolution, they must live with the situation and study 
it in all its phases. 



SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 149 

Household Arts Teachers Grades 6 and 7. School trained 
teachers are without doubt best adapted for the household arts 
courses for sixth and seventh grade girls. However, school 
training is not alone sufficient for the Hammond situation, as 
women teachers must attempt to interpret the work of the com- 
munity to girls, just as men teachers must to the boys. 

It is strongly advised that some of the household arts teach- 
ers be employed for twelve months of the year, and that during 
the vacation period, they engage in some form of social service, 
industrial employment or investigation, or in studying the 
work of girls upon working permits. 

Shop Teachers High School. In the main, it is essential 
in Hammond that shop teachers in the vocation department, be 
recruited from among the ranks of journeymen workmen. In 
the event of the employment of such journeymen workmen as 
teachers, provision must be made for giving them the necessary 
training in school room procedure and methods of instruction. 
Such training courses for shop teachers might be in charge 
of the Director of Vocational Education, or these ends might 
be accomplished by encouraging such men to attend University 
Summer Sessions or Extension Courses. For the related voca- 
tional courses, such as industrial chemistry, mathematics and 
mechanical drawing, it is essential that technically trained teach- 
ers be employed and that their practical industrial experience 
be as broad as possible. 

Homemaking and Trade Teachers High School. It is thought 
that the ideal equipment for women teachers of homemaking and 
trade subjects should include technical and professional training, 
together with practical or trade experience of the subjects which 
they teach. Some teachers in this department may have pro- 
fessional training supplemented with trade experience, while 
others might have successful trade experience supplemented by 
professional training. There is little hope, however, of estab- 
lishing a vocational department, which will meet the needs of 
Hammond girls, with only professionally trained teachers. 

Director of Vocational Education. Competent directive 
leadership is essential in the development of the various phases of 
the work outlined. It is, therefore, recommended, that a director 
of vocational education be employed as soon as the services of a 
competent man may be obtained. The director should have 
general supervision of all phases of prevocational and vocational 



150 INDUSTRIES AND SCHOOLS OP HAMMOND 



instruction and should work under the direction of the Superin- 
tendent and in co-operation with the Primary Supervisor, Art 
Supervisor, High School Principal and Night School Principal in 
the development of a scheme of vocational education adapted to 
the needs of Hammond. 



APPENDIX 

SOURCES AND METHODS OF DERIVING DATA AND 
FORMS USED 

Chapter I. Facts Concerning the People op Hammond 

Source: Report of 1910 United States Census 

Table 

1. Growth of Hammond and Other Cities. . . .Vol. 2, p. 568, 569 

2. Composition of Population Vol. 2, p. 568, 569 

3. Nativity of Population Vol. 2, p. 568 

4. Age Groups of Population of Hammond. . .Vol. 1, p. 492, 

5. Age Groups of Population of Indiana Vol. 1, p. 373 

6. Sex Distributions Vol. 2, p. 568 

7. Illiteracy Vol. 2, p. 568, 569 

Chapter II. The Industries op Hammond 

PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES 

Sources: Report of the 1910 United States Census, Factory Visits 
and Factory Reports. 

Table 

8. Increase of Workers in Manufacturing 

Establishments Vol. 9, p. 324, 327 

9. Percentage of Population Employed in 

Manufacturing Establishments Tables 1 and 8 

10. Size and Products of Hammond Man- 
ufacturing Establishments Factory Visits and Reports 

PART 2. INDUSTRIAL PURSUITS OF HAMMOND 

Sources: Factory Visits and Reports 

Methods of Obtaining Facts 

A complete list of the manufacturing establishments of Ham- 
mond was obtained from the 1913 Report of the State Bureau 
of Inspection and the classified section of the latest Hammond 
telephone directory. Arrangements were then perfected for a 
personal visit to each of the large factories. The Superintendent 
of Schools telephoned the owner or manager of each plant and 
briefly explained the nature of work to be done and the day and 
hour for the visit was agreed upon. No forms were used in 
obtaining the facts concerning any phase of the factory work, 
or the number employed in various trades. 

151 



152 INDUSTRIES AND SCHOOLS OP HAMMOND 

The time spent in the plants varied from a few hours to three 
days. In many cases, factories were visited several times to 
obtain additional facts or confirm facts previously obtained. 
Written notes were carefully made of all observations. 

In this manner a report from each factory was obtained con- 
cerning the following : The Factory organization ■ departments 
within the factory ; and individuals in each department. 

The data regarding the factory organization included : 

Approximate date upon which the factory was opened. 

Whether or not it was permanently located in the city. 

The specific products. 

The dull, normal and busy season. 

Approximate number of male and female wage earners em- 
ployed in each season. 

Approximate number of male and female wage earners em- 
ployed at the time of the visit. 

Number of working permit boys and girls, as well as those 
under 17 years of age, employed at time of visit and at 
other times. 

Departments in which these boys and girls worked. 

The prevailing nationalities of wage earners. 

The various departments within the factory. 

How workers are recruited for each department. 

Shift of workers from department to department. 

The data regarding each department included: 

The number of foremen and forewomen. 

The number of male and female workers. 

Prevailing nationalities. 

The number of working permit boys and girls, those under 17 

years of age, and what they were doing. 
The manufacturing processes. 
The materials used. 
The machines used. 

The provision for promoting workers from one job to another. 
The extent to which the department trains the new workers, 

or promotes upon increased efficiency. 
Provision for shifting workers from one department to another. 
Estimated number who were unable to read or write English or 

understand verbal orders in English. 
Approximate number enrolled in various night school courses. 

The data regarding individual workers included : 

Sex. 

Nationality. 

Age, as to whether or not worker was under 17 years. 
Trade or work in which engaged. 

Whether machine or hand process, description of processes and 
skill required. 



APPENDIX 153 

Probable lines of promotion. 

Obvious deficiencies in technical or general education affecting 

efficiency in present work or future promotion. 
Specialization of processes, and whether or not the factory 

was so organized that a young worker could learn a trade. 
Obvious hazards to which workers were exposed. 

Facts concerning' the small tailor shops, job printing shops, 
plumbing shops, and lumber and planing mills were obtained by 
a telephone conversation. 

After the facts were gathered from all factories, a classification 
of all workers was made according to sex and trade or pursuit in 
which engaged. The tables indicating size and products of 
Hammond establishments, the number and sex of workers in 
each trade, and the summarized description of the work involved 
in each trade or pursuit were thus derived. 

The approximate number of men and women in trades and 
pursuits, other than those represented in Hammond manufactur- 
ing establishments, was obtained from officials of the local 
labor unions. 

After this Chapter was prepared, typewritten copies were 
mailed to various manufacturing establishments and to workers 
with the request that the report be carefully reviewed, noting 
corrections or additions. Where inaccuracies w T ere noted, neces- 
sary corrections were made. 



11 



154 INDUSTRIES AND SCHOOLS OP HAMMOND 



Chapter III. Work of Young People Under 17 Years of Age 

PART 1. STUDY OF WORKING PERMITS 

Working permit records, made out on the form herein re- 
produced, were on file in the Superintendent's office. These 
records indicated the employment in which the boys and girls 
were engaged. 

Employment Ticket 



(Location of Office Issuing Certificate) 

I intend to employ in the 

(Full Name of Child) 

capacity of a in the 

(Name of Occupation) 

when 

(Industry) (He or She) 

presents an age and schooling certificate duly signed. 



(Signature of Employer) 



(Place of Business) 



(Father's Name) (Address) 

(Mother's Name) (Address) 

(Signature of Child) 

Date..... 191 

In ascertaining the school history of permit boys and girls, 
reference was made to the files in the Superintendent's office 
containing individual records of all public school pupils. From 
these records facts of school proficiency and retardation were 
obtained. Records were obtained from the form hereafter 
reproduced. 



APPENDIX 



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156 INDUSTRIES AND SCHOOLS OF HAMMOND 

PART 2. STUDY OF REPORTS MADE OUT BY WORKING BOYS 

AND GIRLS. 

Source: Schedules Made Out by Young People at Work or Their 

Employers. 

A list of all manufacturing and mercantile establishments, 
hotels, restaurants, etc., was obtained from the latest classified 
telephone directory. The Superintendent of Schools mailed 
to each concern the following letter and enclosed sheet, together 
with a stamped envelope for the reply. 

Letter of School Superintendent 

In order to adapt the day and evening courses in the Ham- 
mond Schools to the needs of the community we are studying 
the lines of profitable employment open to boys and girls under 
seventeen years of age. Would you please indicate upon one of 
the forms below the number employed? Also on the enclosed 
sheet their names and addresses. 

Please return the blanks as soon as possible in the enclosed 
envelope. 

C. M. McDANIEL, 
Superintendent of Schools. 

Name of Firm? 

We have in our employ at the present time boys 

and girls under 17 years of age (not having reached 

their 17th birthday). 

Signed 

Jan , 1915. 

We have in our employ at the present time no boys or girls 
under 17 years of age (not having reached their 17th birthday). 

Signed 

Jan , 1915. 

(Letter and form 8y 2 "xll") 



APPENDIX 157 

Sheet Enclosed in Superintendent's Letter 
Boys and Girls Under 17 Years of Age 

Name of Firm 

'NAME ADDRESS 

(Blank 8y 2 "xll") 

Upon receiving the return statement indicating the number 
of the boys and girls employed and their addresses, the Super- 
intendent of Schools mailed the following circular letter with 
enclosed forms, to each establishment having reported boys 
and girls upon their pay roll. 

Superintendent's Letter 

Dear Sir : A few days ago you kindly co-operated with the 
school department by sending me the names and addresses of 
the young people under 17 in your employ. In order to ascertain 
the specific work of these young people, the extent of their educa- 
tion, etc., I would greatly appreciate your further co-operation. 
Will you please have each boy or girl under 17, in your employ, 
fill out one of the inclosed blanks. This information will mate- 
rially assist the schools in adapting day and evening courses 
tc the needs of Hammond. 

When the cards are properly filled out will you please return 
them in the inclosed envelope to the school office ? 

Very truly yours, 

C. M. McDANIEL, 
Supt. of Schools. 



158 



IMH'STKIKS AND SCHOOLS OF HAMMOND 



Card Enclosed with Superintendent's Letter 

Name Sex Age: Years Mo's 

Place of birth : City County State 

Place of Father's birth: City County State 

Place of Mother's bith : City County State 

In what city, town or county did you attend school? 

Did you attend a public or parochial school?. 

What year or month did you leave school ? Year Month... 

What school grade did you complete? 

In what grade were you enrolled upon leaving school ? 

What correspondence school course have you studied? 

What night school courses have you taken? 

Do you draw books from the public library? 

By what firm are you now employed? 

What is your work with this firm? 

What other work have you done with this firm? 

How long have you been employed here? Years 

Months Weeks 

(Please fill out the other side of this card) 



Reverse Side of Card 
Previous Employment 





Name of Firm Work Done 


Time Employed 




Years 


Months 


Weeks 


1st job upon leaving school 










2nd " " " " 










3rd " " " " 










4th " " " " 










5th " " " " 











(Please fill out the other side of this card) 
(Card 5"x8") 



APPENDIX 159 



The great majority of concerns immediately responded, by 
having the young people in their employ fill out the cards, and 
by returning the cards to the Superintendent's office. In the 
course of two weeks complete records were obtained from all 
concerns. 

Chapter IV. Part Time Education 

The summarized and specific facts in this Chapter were 
derived from the working permits and individual schedules 
previously described. 

Chapter V. The Children Enrolled in the Hammond 

Schools 

part 1. general facts of enrollment and classi- 
fication. 

Sources: Public Schools — Age and Grade Table: Parochial Schools 

Age Table. 

Two age grade tables for each grade were sent to each public 
school principal with the following instructions to teachers and 
principals : 

1. List boys and girls in separate tables. Each principal 
should return to the superintendent two tables — one for boys and 
one for girls, these two tables being derived from the teacher's 
tables. 

2. Do not record the low or high — a or b — section of any 
grade in either Elementary or High School; thus, consider 5A and 
5B under fifth grade. 

3. Estimate age as follows: September 1, 1914 is the date 
from which age is to be reckoned. Record ages in years on this 
basis, — 12 years, 6 mos. (or less than 6 months) =12 years; 12 years, 
7 mos. (or more than 7 months)=13 years. 



160 



INDUSTRIES AND SCHOOLS OP HAMMOND 



Age Grade Table 



AGES 


School Grades 


Total 




KG 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


All Grades 


3 and 4 


































5 


































6 


































7 
































8 


































9 


































10 



































11 
































12 


































13 


























14 




































15 




























16 


































17 


































18 


































Over 18 


































Totals 































Retention of public school pupils was estimated by using the 
largest single age group of boys and girls as the base figures for 
the respective sexes. 

The number and ages of boys and girls in the parochial 
schools were obtained upon the following form, which the attend- 
ance officer personally took to the principal of each school. 



APPENDIX 



161 



Age and Sex Table — Parochial Schools 
Name of School Principal. 



AGES 


Boys 


Girls 


Total 


































































































12 yrs 












13 yrs 




























































18 yrs 
























Total 













Estimate age from Sept. 1, 1914 as follows: 
12 yrs. 6 months (or less than 6 months) — 12 yrs. 
12 yrs. 7 months (or over 7 months) — 13 yrs. 



]62 INDUSTRIES AND SCHOOLS OF HAMMOND 

PART 2. FACTS CONCERNING 13 AND 14 YEAR OLDS 

Source: Schedules Filled Out by Teachers. 

The form herein reproduced, with the following instructions, 
was sent to all teachers : 

1. Use a separate card for each pupil. 

2. Obtain data requested for all 13 and 14-year-old boys 

and girls regardless of school grade. 

3. Have teacher (not pupil) fill out each card. 

4. Be sure that the information is absolutely correct. 

Record for Boys and Girls 13 and 14 Years Old (Last Birthday) 

Name Sex Grade Age 

Place of Birth, City State County 

Place of Father's Birth, City State County 

Father's Occupation* 

Place of Mother's Birth, City State County 

Mother's Occupation* (If she works for wages or salary) 

* State, if possible, business as well as occupation: for example, 
"Clerk in shoe store" : "polisher in instrument factory"; "laborer in 
car shop." 

School Teacher 

(Form 6"xl0") 

Chapter VI. Present Provisions for Industrial Household 

and Art Instruction in the Elementary and High and 

Evening School. 

Sources: Day Schools. 

Course outlines. 
Class visits. 

Conferences with Superintendent, Supervisors, Principals and 
Teachers. 

Sources: Night School. 

Course outlines. 

Class visits. 

Conferences with Principals and Teachers. 

Schedules made out by Teachers. 

The form herein reproduced was sent to each night school 
teacher: 



APPENDIX 



163 



Hammond Night School — First Sheet 

Title of Course Teacher 

Nights of Meeting Hours of Meeting 





Total Enrollment 


Average Attendance 


- 


Males 


Females 


Males 


Females 


__ 















































Number at Work and Number Attending School During the Day 





November Enrollment 


January Enrollment 




Males 


Females 


Males 


Females 


















































. 



Estimated Number of Various Age Groups 






November Enrollment 


January Enrollment 




Males 


Females 


Males 


Females 























Estimated Number Not Born in the United States 



November Enrollment 



January Enrollment 



Males. . . 
Females. 



Males . . . 
Females . 



Estimated Number Living in the Vicinity of Standard Car Works 



November Enrollment 



Males. . . 
Females. 



January Enrollment 



Males . . . 
Females . 



(Sheet 8i/ 2 "xl4") 



164 



INDUSTRIES AND SCHOOLS OP HAMMOND 



Hammond Night School — Second Sheet 

Specific occupations of students in the class. Thus, 2 males, 
skilled electricians — railroad car wiring; 1 male, helper — ma- 
chine shop; 1 female clerk — ribbon department. 



November Enrollment 


January Enrollment 







Synopsis of the First Semester's Work. 
(Sheet 8y 2 "xl4") 

After the description of the various courses and departments 
was prepared, typewritten copies were sent to the respective 
groups of teachers who carefully reviewed them. Conference 
meetings were then held with each group of teachers and addi- 
tions and corrections were made in accordance with the facts. 



APPENDIX 



165 



Chapter VII. Suggested Provisions for Elementary Indus- 
trial, Pre- Vocational and Vocational Education. 

Upon the completion of each section of this Chapter, type- 
written copies were sent to each group of individuals concerned, 
and, after the sections had been carefully read, discussions and 
conferences were held. As a result of these conferences, valuable 
additions to the proposed courses were made. No specific recom- 
mendations are incorporated in this Chapter not agreed upon in 
conference. The proposals, therefore, represent the consensus of 
opinion of the school staff. 



LIBRARY OF CONGRESS 



022 165 396^ 



